Universal Journal of Educational Research Vol. 3(5), pp. 317 - 321
DOI: 10.13189/ujer.2015.030502
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Perspectives on Inclusive Education with Reference to United Nations


Arvind Sharma *
Faculty of Special Education, Dr. Shakuntala Misra National Rehabilitation University, India

ABSTRACT

This essay explores inclusive education and explains the role of United Nations for imparting it to different nations. Undoubtedly, the UN and the United Nations Children's Fund (UNICEF) strive for all children to have equitable access to education as a basic human right. The Convention on the Rights of the Child (CRC) combined with the Convention on the Rights of Persons with Disabilities (CRPD) form the heart of the international framework protecting children from education discrimination. While the UN system currently works towards achieving the EFA goals, it is also considering how to frame the post- 2015 agenda. The "Global Partnership on Children with Disabilities" (GPCWD) launched in 2012 as a network advocating for the rights of children with disabilities in the new agenda, including the mainstreaming or inclusion of disability rights across all global child-related agendas but the transition from current schools to inclusive education systems is not easy. Integration without systemic changes in organization, teaching techniques, and learning strategies can actually cause greater levels of exclusion as children with diverse needs are forced into an unaccommodating system but programme like United Nations Girls' Education Initiative (UNGEI) committed to supporting equal gender access to education and reducing the gender gap in both primary and secondary education.

KEYWORDS
UNICEF, Rights of Persons with Disabilities (CRPD), Education for All (EFA)

Cite this paper
Arvind Sharma . "Perspectives on Inclusive Education with Reference to United Nations." Universal Journal of Educational Research 3.5 (2015) 317 - 321. doi: 10.13189/ujer.2015.030502.