6.5.4 Education

Global situation

Less than two percent of children with disabilities in developing countries have access to education. (according to UNESCO, cited at http://www.un.org/disabilities/convention/facts.shtml). Children with disabilities who do attend schools are mostly separated from their peers in segregated learning environments such as special schools and day centres. These structures, predominantly run by religious organisations and local NGOs, often lack material and human resource capacity to implement a quality and relevant education. Consequently the literacy rate among adults with disability remains low: "The global literacy rate for adults with disabilities is as low as 3 per cent, and 1 per cent for women with disabilities, according to a 1998 UNDP study." (cited from http://www.un.org/disabilities/convention/facts.shtml)   This “(l)ack of education remains the key risk factor for poverty and exclusion of all children, both those with disabilities and non-disabled children.” (Takamine, 2004, p. 20).

Barriers to education

Attitudinal barriers remain the most prevalent obstacles to equal access to basic education for all children. A lack of factual information and support for disabled children and their families, communities, education practitioners and decision makers alongside deep rooted cultural beliefs about disability contribute to such discrimination. The fact that employment opportunities for disabled young people are scarce and that there are few disabled people as role models in key positions further compounds the false belief that it is not beneficial to invest in disabled children’s education.

Other significant barriers are:

• Inadequate national education policies which neglect children with disabilities
• Ridged teaching methodologies in schools which do not take into account the diverse educational needs and learning styles of learners (limited knowledge and use of alternative communication techniques)
• Physical accessibility (poorly constructed or no sanitation facilities, uneven ground in recreation areas, steep steps into classroom, poor lighting in classrooms, high mounted blackboards on raised platform, in adapted furniture)
• Lack of partnership between home and school (lack of capacity of families to lobby for their children’s right to education)
• Levels of  poverty amongst families with disabled children

The way forward

The inclusion of disabled children in education is not a luxury but a fundamental and basic human right which should be stated clearly in all PRSPs. A system of inclusive education should be approached from a rights based perspective. This approach addresses the discrimination faced by marginalized or vulnerable groups, including persons with disabilities; a discrimination which is present in education systems worldwide.  It empowers rights holders (children excluded from education and their families) and insists on participation of these persons in the design, implementation and monitoring of education policies and practices.
 
A truly inclusive system would include equal education and support provision for all children in all schools and all learning environments. In order for this to happen major restructuring and reorganisation of education systems is required. Physical buildings, human, financial and material resources must be reallocated.

"In inclusive education the system has to change, not the child. School improvement may be a result of inclusive education, or it may provide the opportunity for more inclusive practices to be promoted." (EENET)

Inclusive Education is often talked about as a process because there are many steps towards it. Special education has to form part of the overall education strategy (Salamanca Statement 1994). Existing special schools often hold a wealth of knowledge, human and material resources which can be drawn upon throughout the process of change.

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