Special needs education working group SENnet Towards the Inclusive Future Classroom, 28 May 2014, Brussels, Belgium Dr Irmgarda Kasinskaite-Buddeberg Programme Specialist, Communication and Information Sector, UNESCO’s Headquarter, Paris Promoting access to information and knowledge as a human right

Globally, the number of persons with disabilities is not decreasing, but in opposite is increasing. There are over one billion people with disabilities in the world, of whom between million experience very significant difficulties. This corresponds to about 15% of the world’s population and is higher than previous World Health Organization (WHO) estimates, which date from the 1970s and suggested a figure of around 10%.

“Too often, development efforts have been hampered by a lack of the most basic data about the social and economic circumstances in which people live... Stronger monitoring and evaluation at all levels, and in all processes of development (from planning to implementation) will help guide decision making, update priorities and ensure accountability.’’ Post-2015 Development Agenda. Bali Communiqué of the High Level Panel, March In order to provide adequate response, we need to know more about those affected and vulnerable.

Common challenges – different solutions Women and young girls Elderly people Children People affected by natural disasters People affected by conflict and war Poor people Poverty, exclusion Unemployment High cost Lack of life-long learning opportunities Negative attitudes Digital divide Illiteracy Others Limited services

Exclusion of Persons with Disabilities has serious economic-socio-cultural implications for societies Major findings show that economic losses related to the exclusion of persons with disabilities from the labour force are large and measurable, ranging from between 3 and 7 % of Gross Domestic Product (GDP). ILO study “The price of exclusion: The economic consequences of excluding people with disabilities from the world of work” (2010).

United Nations Convention on the Rights of Persons with Disabilities (2006) 147 countries have already ratified the UN Convention 82 countries have already ratified optional protocol Articles linked to UNESCO’s mandate: 5. Equality and non-discrimination 6. Women with disabilities 8. Awareness-raising 9. Accessibility 21. Freedom of expression and opinion and access to information 24. Education 27. Work and employment 29. Participation in political and public life 30. Participation in cultural life, recreation, leisure and sport 31. Statistics and data collection 32. International cooperation

Human Need sand Rights Knowledge Societies Cultural and Linguistic Diversity Education For All Access to Information and Knowledge Freedom of Expression CreationDisseminationAccessPreservation Pluralism Inclusion Diversity Openness Participation Information Knowledge Human NeedsHuman Rights Wisdom UNESCO’s approach

Different approaches All Users Accessibility embedded in all products, services and processes - Universal Design for All Vertical approach – targeted interventions Persons with Disabilities Horizontal - mainstreaming approach Special assistive technologies, products, services and processes targeting persons with disabilities Gender, age, ability, location, language

All citizens-users Tools, products, resources, processes Strategies, standards, approaches Context Personal, professional and societal level Twin track approach Mobilization of resources, inclusion and cooperation Information and knowledge access ecosystem Inclusive ICTs in education and other spheres Accessible workplace, tools, content and services

Towards integrated approach Medical Approach Social – Charity Based Approach Human Rights Based Approach Integrated Approach Harmonization of Public Policies Healthcare Employment Education Enabling environment Procurement / Universal design for All ICTs and AT

Few concrete examples…

Policy recommendations for UNESCO‘s Member States on accessible, adoptive and affordable ICTs in education for Persons with Disabilities: National/regional education and information policies Linkages with other policies Existing Open Educational Resources Gender issues Open document format Web accessibility standards Impact and sustainability issues Budgetary implications and funding sources Succesful cases studies at grassroot level Asia-Pacific Regional Report (10) Eastern Europe and Central Asia Regional Report (11) North Africa and Arab States Regional Report (8) Latin American and Caribbean Regional Report (20) African Regional Report (11)

Focus of the report There was a particular focus on policy level But there also is a complementary focus on the ways in which ICTs are enabling tools for innovatory practice by various stakeholders at the local, national, regional and global levels The ways in which the policy is enabling practice

1.Recognition of disability related characteristics goes first before planning of concrete interventions. 2.ICTs transform teaching and learning environment of Persons with Disabilities. Promotion and mainstream of inclusive education at all levels, all teacher training programmes should include disability and assistive technologies as an integral components of their curriculum. 3.There is a need for policies that allow holistic and coherent interventions which are gender sensitive and culturally appropriate. Accessibility is included in many national documents. But, it is a low priority for many stakeholders. 4.Economic and budgetary pressures serve as a pretext of inaction (financial crisis): accessibility, affordability and adaptability. 5.Lack of accurate statistical data is needed for formulating appropriate policies and strategies. 6.Learning and teaching process using ICTs takes place in any stage of life and in all contexts. 7.There is a need for diverse technological solutions for persons with disabilities, including Free and Open solutions. 8.Awareness raising and capacity building of media, information and culture-related professionals to provide access to information and heritage which is accurate, affordable and accessible. 9.Accessible digital archiving and preservation of cultural heritage. Amendment of copyright laws including an exception permitting conversion and sharing of books in accessible formats without cumbersome procedural requirements or delay. Promotion of content sharing (open and accessible), such as virtual library networks for sharing accessible content. 10.Involvement of multi-stakeholder participation to oversee monitoring and implementation. 1.Recognition of disability related characteristics goes first before planning of concrete interventions. 2.ICTs transform teaching and learning environment of Persons with Disabilities. Promotion and mainstream of inclusive education at all levels, all teacher training programmes should include disability and assistive technologies as an integral components of their curriculum. 3.There is a need for policies that allow holistic and coherent interventions which are gender sensitive and culturally appropriate. Accessibility is included in many national documents. But, it is a low priority for many stakeholders. 4.Economic and budgetary pressures serve as a pretext of inaction (financial crisis): accessibility, affordability and adaptability. 5.Lack of accurate statistical data is needed for formulating appropriate policies and strategies. 6.Learning and teaching process using ICTs takes place in any stage of life and in all contexts. 7.There is a need for diverse technological solutions for persons with disabilities, including Free and Open solutions. 8.Awareness raising and capacity building of media, information and culture-related professionals to provide access to information and heritage which is accurate, affordable and accessible. 9.Accessible digital archiving and preservation of cultural heritage. Amendment of copyright laws including an exception permitting conversion and sharing of books in accessible formats without cumbersome procedural requirements or delay. Promotion of content sharing (open and accessible), such as virtual library networks for sharing accessible content. 10.Involvement of multi-stakeholder participation to oversee monitoring and implementation. Major findings…

Workplace Society Individual + 18 major recommendations Community Lifelong learning Inclusive and affordable ICT and policies Capacity building Accessible content Accessible infrastructure

Accessible digital office document project

The focus of the model policy is upon the use of ICTs to support the implementation of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006), specifically: Article 9: Accessibility; Article 21: Freedom of Expression and Opinion, and Access to Information; Article 24: Inclusive Education. The model policy may serve as a resource for developing the contents of new national policy documents, complement existing policy documents, or individual sections or annexes could be used as resources for auditing or implementing existing policies. The model policy may also be used as a platform to raise awareness and engage in national level dialogue with multiple stakeholders.

The Model Policy is an adaptable model designed to assist Member States to promote the effective use of inclusive ICTs in education for learners with disabilities. Guiding principles: Social inclusion oriented approach Reasonable accommodation of special needs Active and effective involvement of learners with disabilities Critical Aspects: Multi-stakeholder engagement and participation; Cross sectorial and inter-governmental agency co-operation and co-ordination; Multi-level policy objectives; Progressive policy implementation based upon prioritisation of strategic actions; Continuous monitoring and evaluation of policy implementation and achievement of targets and milestones.

FOR A DISABILITY- INCLUSIVE DEVELOPMENT FRAMEWORK THE ICT OPPORTUNITY

150 EXPERT INPUTS 30% Civil Society Organizations 21% Organizations of Persons with Disabilities 17% Governments 16% Private Sector 9% Academic Institutions 7% International Organizations from 55 countries THAT COLLECTED OVER A GLOBAL CONSULTATION ON ICTs, DISABILITY AND DEVELOPMENT

The consultation outlines the most impactful ICTs for social and economic activities currently THE CURRENT ICT OPPORTUNITY …in education Primary education WEB SITES Secondary education Mobile device & services TV set & services Other & emerging technologies Tertiary, professional, lifelong education Mobile device & services WEB SITES

Online Knowledge Community A unique opportunity for strategic debate and action oriented partnerships among various stakeholders An opportunity to collaboratively seek, identify, analyze, share, and create effective and durable solutions An open virtual space established for the promotion of the UN Convention on the Rights of Persons with Disabilities Other Knowledge communities: 2013 WSIS+10 Review Open Educational Resources (OER) Open Access (OA), and Gender Equality in Free and Open Source Software (FOSS)

UNESCO and Brotherhood, We Care Filmfest With support of the Government of India, Ministry of Social Justice and Empowerment, Department of Disability Affairs and Ministry of Human Resource Development, Department of Higher Education, Indian National Commission for Cooperation with UNESCO International conference Film festival Exhibition for ICT solutions Social media