Establish curricula to guarantee that all children, without discrimination, school equipped to face the challenges that they can expect to be confronted with in life; Ensure access to vocational training, universities, and life-long learning opportunities for people with disabilities; Ensure and introduce legislation to guarantee accessible, affordable transport for children with disabilities to travel to and from schools; Ensure that home education is used only for periods, and then only when absolutely necessary for health reasons; Work with municipal authorities and others to ensure that children are not restricted to home education due to obstacles in their housing, a lack of transportation to and from local schools, or other barriers; Children with disabilities and their parents should have real choices regarding their educational path. Children and parents should not feel compelled to opt for specialized schools due to failures of mainstream schools to provide reasonable accommodations for children. Ensure quality teacher and staff training Embed in core teacher training for all current teachers and student teachers courses on inclusive education based on the human rights model of disability, including on means and formats of communication, educational techniques and materials to support persons with disabilities; incorporate practical training, including with and by people with disabilities; Provide this training also to school administrators, principals, vice principals, other education officials, and orphanage and institution directors and staff. Ensure effective policy-making and education management Establish a clear time frame to apply Universal Design measures for accessible environments in mainstream schools; incorporate the input of with people with disabilities in this process; Capture and utilize data on students with disabilities, including disaggregated data and evidence on the barriers that prevent persons with disabilities from having access to inclusive quality education; Redefine budgetary allocations and resources for inclusive education, including transferring budgets and available resources from residential institutions to mainstream schools; Work with donors, NGOs and groups working in the education sector, to ensure effective collaboration and use of donor resources and to avoid overlap.
Establish curricula to guarantee that all children, without discrimination, school equipped to face the challenges that they can expect to be confronted with in life; Ensure access to vocational training, universities, and life-long learning opportunities for people with disabilities; Ensure and introduce legislation to guarantee accessible, affordable transport for children with disabilities to travel to and from schools; Ensure that home education is used only for periods, and then only when absolutely necessary for health reasons; Work with municipal authorities and others to ensure that children are not restricted to home education due to obstacles in their housing, a lack of transportation to and from local schools, or other barriers; Children with disabilities and their parents should have real choices regarding their educational path. Children and parents should not feel compelled to opt for specialized schools due to failures of mainstream schools to provide reasonable accommodations for children. Ensure quality teacher and staff training Embed in core teacher training for all current teachers and student teachers courses on inclusive education based on the human rights model of disability, including on means and formats of communication, educational techniques and materials to support persons with disabilities; incorporate practical training, including with and by people with disabilities; Provide this training also to school administrators, principals, vice principals, other education officials, and orphanage and institution directors and staff. Ensure effective policy-making and education management Establish a clear time frame to apply Universal Design measures for accessible environments in mainstream schools; incorporate the input of with people with disabilities in this process; Capture and utilize data on students with disabilities, including disaggregated data and evidence on the barriers that prevent persons with disabilities from having access to inclusive quality education; Redefine budgetary allocations and resources for inclusive education, including transferring budgets and available resources from residential institutions to mainstream schools; Work with donors, NGOs and groups working in the education sector, to ensure effective collaboration and use of donor resources and to avoid overlap.