Policies, statements, mandates, and frameworks

Regular schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving  education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and  ultimately the cost-effectiveness of the entire education system.


from the Salamanca Statement and Framework for Action on Special Needs Education.




1975 - DECLARATION OF THE RIGHTS OF DISABLED PERSONS 

UN member countries pledged support to the human rights, education, integration, full employment, social and economic progress of persons with disabilities

1981 - INTERNATIONAL YEAR OF DISABLED PERSONS

1982 - WORLD PROGRAMME OF ACTION CONCERNING DISABLED PERSONS

1990 - WORLD DECLARATION ON EDUCATION FOR ALL 

A world conference hosted by the UN in Jomtien, Thailand for the provision of free primary education to all children by participating governments

1993 - STANDARD RULES ON THE EQUALIZATION OF OPPORTUNITIES FOR PERSONS WITH DISABILITIES

Produced by the UN; distinctions were made between disability and handicap. Disability refers to different functional limitations. Handicap refers to loss or limitations of opportunities.

1994 - SALAMANCA STATEMENT OF PRINCIPLES, POLICY, PRACTICE IN SPECIAL NEEDS EDUCATION AND A FRAMEWORK FOR ACTION

92 governments and 25 international organizations attended in order to promote inclusive education in Education for All

2000 - DAKAR FRAMEWORK FOR ACTION: EDUCATION FOR ALL

The World Education Forum adopted this framework in the attempt to achieve education for all by 2015.

2004 - THE FLAGSHIP ON THE EDUCATION FOR ALL. THE RIGHT TO EDUCATION FOR PERSONS WITH DISABILITES: TOWARDS INCLUSION

A rights-based paper to promote inclusiveness of all persons with disabilities.