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Key Components of Inclusive Education

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Edited By Viktor Lechta and Nad'a Bizová

This monograph links to the monograph "Reflection of Inclusive Education of the 21st Century in Correlative Scientific Fields" (Lechta. V. - Kudláčová, B., Frankfurt: Peter Lang 2013). It should be a summary of the most relevant components of inclusive education and proposals for further development. The co-authors are influential representatives of inclusive education from Slovakia, the Czech Republic, Hungary, Poland and Germany. Structure of authors present their findings from the aspect of pedagogy, psychology, special education, therapeutic education, social pedagogy, history, philosophy, psychology, law, medicine in this field in its transdisciplinary correlation. The monograph is intended mainly for the experts from all the disciplines that participate in the care of people with disabilities, as well as students and parents that are interested in it.

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Political Component

10. Political Component

Extract

Annette Leonhardt



The UN Convention on the Rights of Disabled Persons (hereafter referred to as UN-RDP), comprising 50 articles and the optional protocol, was adopted on 13. December 2006 by the General Assembly of the United Nations. The aim of the Convention was to improve the rights of some 650 million disabled persons throughout the world (BMAS 2011).

Never before was a convention on human rights so applauded as the Convention on the Disabled: on the day of opening to signatories – 30. March 2007 – 82 signatures for the Convention and 44 for the optional protocol were secured. By the end of 2016, the Convention on the Rights of the Disabled had been ratified by 72 countries and signed by 160 states. According to the latest information, (end of 2016) the Federated States of Micronesia and Belarus were the last countries to ratify the declaration (07.12.2016 and 28.09.2015 respectively)30.

Nevertheless, political discussions on the subject of inclusion began much earlier: the UNESCO Conference entitled „Education for Special Needs- Access and Quality” was held in Salamanca (Spain) from 07.–10. June 1994. One of the main results was the coining of the term „Inclusion” and determination thereof. In the following years the declaration became the most important goal in international educational policy. This in turn yielded the first international framework for its realisation.

„The framework is based on the principle that all schools are to admit all children, irregardless of their...

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