2016 Focus: Education and Information & Communication Technologies
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2016 Focus: Education and Information & Communication Technologies International study on the implementation of the UN Convention on the Rights of Persons with Disabilities: Innovative Practices, Innovative Policies, and Social Indicators from more than 150 countries
Content
ACRONYMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
FOREWORD
Martin Essl, Founder, Essl Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
EXECUTIVE SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
MAPS: INNOVATIVE PR ACTICES AND P OLICIES
Authors: World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Michael Fembek Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Ingrid Heindorf
Wilfried Kainz SUCCES S STORIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Amelie Saupe
SECTION 1: SOCIAL INDICATORS . . . . . . . . . . . . . . . . . . . . . . . . . 20
Zero Project Director: World map: Social Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Michael Fembek
SECTION 2: INNOVATIVE PR ACTICES 2016
This publication was developed with contributions from Ingrid Heindorf and Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Pierre Al-Hammoud (Policy research); Amelie Saupe (Indicators research); Factsheets of all Innovative Practices, listed by country A–Z . . . . . . . 37
Manuela Krivda, Pascal Laun, and Clara Pitzinger (Practice research); Doris Life Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44, 62, 84, 106, 135
Neuwirth (coordination); Christoph Almasy (design); and John Tessitore (editing).
SECTION 3: INNOVATIVE P OLICIES 2016
ISBN 978-3-9504208-0-7 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Factsheets of all Innovative Policies, listed by country A–Z. . . . . . . . . 136
© Essl Foundation, January 2016. All rights reserved. Life Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
First published 2016. Printed in Austria.
ANNEX
Published in the Zero Project Report series: Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Zero Project Report 2015: Independent Living and Political Participation Table: Main results of Social Indicators by question. . . . . . . . . . . . . . . . . 166
Zero Project Report 2015 Austria: Selbstbestimmtes Leben und Politische Teilhabe Table: All results of Social Indicators by regions . . . . . . . . . . . . . . . . . . . . . 167
Zero Project Report 2014: Accessibility Table: All answers by country. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Zero Project Report 2013: Employment Table: Overview of Innovative Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Table: Overview of Innovative Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Disclaimers Zero Project Research Network 2015–2016 . . . . . . . . . . . . . . . . . . . . . . . . . . 175
The views expressed in this publication do not necessarily reflect the views of
the Essl Foundation or the Zero Project. The designations employed and the
presentation of the material do not imply the expression of any opinion whatso
ever on the part of the Essl Foundation concerning the legal status of any country,
territory, city, or area, or of its authorities, or concerning the delineation of its
frontiers or boundaries.
For more information on the report, to download versions, and for further analysis
of the Zero Project, visit www.zeroproject.org
For information or copies, contact: office@zeroproject.org
Essl Foundation, Aufeldgasse 17-23, 3400 Klosterneuburg, Austria
2 3
“For a World without Barriers”
FOREWORD BY MARTIN ES SL
Founder, Essl Foundation
The Zero Project is working for a world with NGOs, foundations, academics, business
zero barriers. Worldwide, the Project Identifies leaders, and many others – both with and
and shares models that improve the daily lives without disabilities.
and legal rights of all persons with disabilities,
as well as develops and researches Social Further, this year the Zero Project will be work-
Indicators that measure the implementation of ing even more closely with some of our leading
the United Nations Convention on the Rights partners. Together with the United Nations
of Persons with Disabilities (UN CRPD). Department of Economic and Social Affairs/
Division for Social Policy and Development, we
This is a special year for the Zero Project, as will be contributing to the Habitat III Confer-
it represents the completion of our first four- ence on Urban Development in Quito, Ecuador,
year research cycle. In 2012–2013 we decided in October by collecting best practices on
to focus our annual research on a single accessible and inclusive urban development.
overarching topic identified in the UN CPRD. And jointly with the European Association of
To this end, we started with Employment Service Providers for Persons with Disabilities,
and followed with Accessibility (2013–2014), we will be publishing in April a report on best
Independent Living and Political Participation practices in early childhood interventions.
(2014–2015), and, now, we conclude with
Education (which we have augmented with All this being said, I must emphasize that the
a focus on information, communication, and Zero Project is not just about research. It is
technology). about change – that is our core mission. For us,
it is the difference that the ZeroProject actually
Since 2013 we have researched more than makes for individuals that is our highest goal,
List of Acronyms ITU. . . . . . . . . . International Telecommunication Union 300 Innovative Practices and Innovative and in which we take our greatest pride. And,
LCD . . . . . . . . . Liquid Crystal Display
Policies, and each year we have researched happily, we can already tell you quite a lot about
$. . . . . . . . . . . . US Dollars Ltd.. . . . . . . . . . Limited (registered company)
€. . . . . . . . . . . . Euro MP . . . . . . . . . . Member of Parliament 30 Social Indicators in more than 150 coun- these. We have collected some of the anecdo-
£ . . . . . . . . . . . . British Pound N/A. . . . . . . . . . Not available or not answered tries. The number of people in our network of tal evidence to share with you both here, in this
ADA. . . . . . . . . Americans with Disabilities Act NFC. . . . . . . . . Near-Field-Communication experts, both with and without disabilities, who Report, and on the Zero Project Website.
ALS . . . . . . . . . Amyotrophic lateral sclerosis NGO. . . . . . . . . Non-Governmental Organization
contribute their knowledge and expertise now
ASEAN . . . . . . Association of Southeast Asian Nations OECD . . . . . . . Organisation for Economic Co-operation and Development
CBR. . . . . . . . . Community-based rehabilitation OHCHR. . . . . . Office of the High Commissioner for Human Rights exceeds 3,000. With an ever-growing percent- Not only the Zero Project, but also the Essl
CEO. . . . . . . . . Chief Executive Officer p.. . . . . . . . . . . . Page age of network members having disabilities, Foundation itself is fully committed to actual
CRPD. . . . . . . . see UN CRPD PWD. . . . . . . . . Person with Disability
this is, surely, a case of ”Nothing about us and sustainable change. We have continuously
CV. . . . . . . . . . . Curriculum Vitae, resumé ®. . . . . . . . . . . . Registered Trademark
DAISY . . . . . . . Digital Accessible Information SYstem SDG. . . . . . . . . Sustainable Development Goals
without us!” supported social entrepreneurs since 2008,
DPI . . . . . . . . . . Disabled Peoples`International TM . . . . . . . . . . Trademark, Brandname protected both financially and non-financially, and, since
DPO. . . . . . . . . Disabled People Organization TVET. . . . . . . . Technical vocational and educational training To all of you, I should like to convey, as al- 2012, have had a clear focus on start-up
EAA. . . . . . . . . European Accessibility Act TU. . . . . . . . . . . Technical University, Technische Universitaet
ways, my heartfelt thanks, and especially to organizations that support the employment
EASPD . . . . . . European Association of Service Providers UD. . . . . . . . . . . Universal Design
EFC . . . . . . . . . European Foundation Centre UK. . . . . . . . . . . United Kingdom our operational partners at the World Future of persons with disabilities in the open labour
ENAT . . . . . . . European Network of Accessible Tourism UN. . . . . . . . . . . United Nations Council, the European Foundation Centre, and market.
ENIL. . . . . . . . . European Network for Independent Living UN CRPD . . . . United Nations Convention on the Rights of Persons with the more than 100 other partner organizations
EU. . . . . . . . . . . European Union . . . . . . . . . . . . . .Disabilities
e.V. . . . . . . . . . . eingetragener Verein (registered Association) UN DESA. . . . United Nations Department of Economic and Social Affairs
that support us. Our thanks, once again, to all who have helped
f., ff.. . . . . . . . . . following page, following pages UNDP. . . . . . . . United Nations Development Programme make the Zero Project a success.
G3ICT. . . . . . . Global Initiative for Inclusive ICTs UNESCO . . . . United Nations Educational, Scientific and Cultural Organization This year’s Zero Project Conference, which
GAATES . . . . . Global Alliance on Accessible Technologies and Environments UNICEF. . . . . . United Nations Children’s Fund
for the third year running was held at UN
ICT. . . . . . . . . . Information and communication technologies UNRWA. . . . . . United Nations Relief and Works Agency for Palestine Refugees
iPad . . . . . . . . . Tablet Computer, Trademark of Apple Computers . . . . . . . . . . . . . .in the Near East Headquarters in Vienna, brought together
IT. . . . . . . . . . . . Information & Technology US, USA . . . . . United States of America some 500 participants from around the
IDA. . . . . . . . . . International Disability Alliance VET . . . . . . . . . Vocational and educational training world, including representatives of Innovative
IE. . . . . . . . . . . . Inclusive Education W3C. . . . . . . . . World Wide Web Consortium
Practices and Policies, decision-makers and
IFES. . . . . . . . . International Foundation for Election Systems WFC. . . . . . . . . World Future Council
INEE. . . . . . . . . Inter-Agency Network for Education in Emergencies WCAG 2.0 . . . Accessibilty Standard for Web applications opinion leaders, international organizations, Martin Essl, Founder of the Essl Foundation,
ILO . . . . . . . . . . International Labour Organization WHO . . . . . . . . World Health Organization country representatives, self-representatives, January 2016
4 5
Executive
Summary
The Zero Project Social Indicators
The Zero Project, its organization and its vision of Measuring the implementation of the UN Convention on the
a world without barriers. Rights of Persons with Disabilities in 129 countries.
Innovative Policies Innovative Practices
12 laws and regulations by governments that have 86 projects, programmes, or social enterprises that
an outstanding impact on Inclusive Education or have an outstanding impact on Inclusive Education or
accessible ICT. accessible ICT.
6 7
About the Zero Project
The mission of the Zero Project is working for a world with zero barriers, according to the goals and
principles of the UN Convention on the Rights of Persons with Disabilities (UN CRPD), by researching
Innovative Practices and Policies as well as measuring the implementation with Social Indicators.
A solution based approach: The Innvative Practices in Brussels. The Zero Project also has representatives
and Policies Awards of the Zero Project in New York and Tokyo. Partners of the Zero Project
Worldwide, the Zero Project finds and shares inno- share the mission of promoting the innovation and
vations that improve the daily lives and legal rights research of Innovative Practices and Policies, design
of all persons with disabilities by awarding annually new joint research and communication projects, and
“Innovative Practices and Innovative Policies of the gain from access to this research and organizational
Zero Project.” The Awards support outstanding work network. The core of this network is a growing group
with global recognition, but Awardees are not funded of partners that currently includes organizations like
by the Zero Project. UNDP, UNICEF, ILO, ITU, IDA, DPI, EASPD, ENAT,
ENIL, GAATES, G3ict, Fundacion ONCE, Inclusion
Measuring the UN CRPD with Social Indicators International, IFES, Light for the Word, and more than
Furthermore, the Zero Project also develops and re- 50 others. Credit: Karin Beate Nosterud, Save the Children
searches Social Indicators that measure how the UN One of the Innovative Policies 2016: Thanks to the INEE Minimum Standards for Education, the provision of education in emergencies be-
CRPD is being implemented by comparing more than Broadly communicating online and offline came mandatory worldwide in 2010 (page 148)
150 countries in an annual survey. You can research The results of the annual research (2015–2016: Educa-
them in depth at www.zeroproject.org. tion, with a focus on information and communication
technologies; 2016–2017: Employment) are shared Measurable impact information – all of which is fundamental to qualitative
A unique network of 3,000 experts worldwide with the Zero Project Conference, the Zero Project The Zero Project measures both the qualitative and and Inclusive Education.
The research method is based on a unique, constant- Report, the Zero Project Website, social media activi- quantitative results of programmes and projects
ly growing network of more than 3,000 experts with ties, and joint activities with our partner network. designed to improve the lives of people with disabili- The Zero Project Social Indicators 2015–2016
and without disabilities from all sectors of society and ties, and only measurable impact qualifies them being After extensive research of the literature and a stake-
more than 180 countries that contribute with their Organizing a leading conference selected as Zero Project Awardees. In January 2016, holder dialogue with Zero Project partners, 14 ques-
expertise. The Zero Project Conference, held annually in the all Awardees of 2013, 2014, and 2015 were asked to tions were developed to measure the implementation
Vienna Headquarters of the United Nations, gathers share any concrete outcomes that resulted from hav- of the UN CRPD regarding Education, and these were
Partnerships with leading international organizations up to 500 participants, including representatives ing been a recipient of a Zero Project Award and/or of then added to the 16 questions that have been asked
The Zero Project is operated by the Essl Founda- of Innovative Practices and Policies as well as the taking part in a Zero Project Conference. Encourag- each year since 2012.
tion jointly with the World Future Council, based in partner network and other leading decision-makers ingly, dozens of positive responses were received, a
Geneva, and the European Foundation Centre, based and opionion leaders worldwide. selection of which appear on pages 18 and 19 (as well As in the past, the questionnaire was sent to more
as on the back cover of this Report) than 1,000 experts – both with and without disabilities
– who are part of the Project’s vast network, and from
these responses the Zero Project Social Indicators
A R E S E A R C H F O C U S O N F O U R TO P I C S The Zero Project 2015–2016 were calculated. This year, 196 respondents from 129
countries completed the questionnaire. This makes
On a four-year cycle, annual research focuses on Employment, Accessibility, Independent Living, and Education. As the final year of the Zero Project’s four-year cycle, the Zero Project process a unique worldwide survey
in 2015–2016 the Project has focused on Article 24 on the perception of all sectors of civil society about
(Education) of the United Nations Convention on the the rights and life of persons with disabilities and on
2013: Employment 2014: Accessibility 2015: Independent Living 2016: Education
Rights of Persons with Disabilities but this Report the implementation of the UN CRPD.
also addresses elements of Article 5 (Equality and
Innovations in reasonable Innovations in accessible Innovations in de-insti- Innovations in inclusive Non-discrimination), Article 7 (Children), Article 27 The survey would not be possible without the great
accomodation, social built environment, infra- tutionalization, self-rep- schools, universities, learn- (Work and Employment, particularly vocational and support of the Disabled Peoples International (DPI),
entrepreneurship, business structure, ICT, products, resentation, and political ing materials, and vocation- educational training), and Article 31 (Statistics). whose members have been very active in completing
strategies, self-employment and services participation al-educational training In the research on Innovative Practices and Policies, the questionnaire and representing experts from 95
Article 9 (Accessibility) was also included, with a countries.
2017: Employment 2018: Accessibility 2019: Independent Living 2020: Education particular focus on information and communication
technology (ICT). ICT was added because of the The Social Indicators are covered in Section 1 of this
great importance of technological innovation in Report, and extensive research material is available
transmitting, storing, transforming, and publishing on www.zeroproject.org.
8 9
The Zero Project Innovative Practices and About this Zero Project Measuring the implementation of the UN CRPD
Policies 2016 Report 2016 with 30 questions in 129 countries: A summary
Based on Article 24 of the UN CRPD on Education,
and after researching existing reports and conducting This Report is composed of three main sections: Since 2010 the Zero Project has measured the questionnaire; 196 questionnaires were completed by
an extensive stakeholder dialogue, the Zero Project Section 1 on Social Indicators: Analysis of the most implementation of the UN Convention on the Rights of at least a third and also met other qualitative criteria,
team developed a nomination form to research the important Social Indicators on Education, with a Persons with Disabilities with Social Indicators, coun- and were thus evaluated. This includes 102 responses
most innovative practices and policies in the field of quantitative analysis of answers globally and region- try by country. This year experts from 129 countries from 95 countries that came from the DPI network
education. ally, and qualitative analysis of the most illustrative have contributed to this process, with a particular (names and countries of respondents can be found in
answers given by country experts. focus on Education. These experts provide a global the Annex in the “Zero Project Network”).
The nomination form was widely distributed through Section 2 on Innovative Practices: A brief analysis of overview of – as well as unique insights into – the daily
the Zero Project network and its partners, who them- the methodology used to select Innovative Practices, life of persons with disabilities in various countries The answers that the experts provided are based on
selves requested their own networks and/or members followed by 86 one-page Fact Sheets for every Inno- worldwide. their experiences and perspectives. This provides
to nominate outstanding practices and policies. As vative Practice 2016, sorted by country of work/origin. a unique set of qualitative and quantitative data. On
a result of this process, 337 nominations from 98 Section 3 on Innovative Policies: An analysis of the The Zero Project’s Social Indicators are designed to the other hand, the analysis and aggregation of data
countries were received. After a multistep selection methodology used to select Innovative Policies and complement the work of national monitoring bod- based on expert panels is limited by statistical princi-
process, engaging hundreds of experts of the Zero an overview of the 12 Awardees, followed by Fact ies, federal bureaus of statistics, and international ples. Thus, the Zero Project only aggregates data on
Project in commenting, evaluating, and voting, a final Sheets for every Innovative Policy 2016, sorted by organizations that measure the implementation of the a regional level, not on a country level, and does not
86 Innovative Practices and 12 Policies were selected country of work/origin. UN CRPD. They are based on questionnaires that are calculate year-on-year comparisons. Some important
as this year’s Award winners. Innovative Practices are completed by experts who assess the implementation findings are summarized in this chapter.
covered in Section 2 of the Report, and Innovative World maps on the coverage of Social Indicators (page in their own country. The questions are designed
Policies in Section 3. 30) and Innovative Practices and Policies (page 14 and to focus on concrete implementation of the most
16) illustrate the project’s global outreach. The Annex important rights granted by the UN CRPD, as stated in
Zero Project Conference 2016 and Website contains additional tables with further research in all its Articles.
Representatives of all Innovative Practices and Poli- three topics; and www.zeroproject.org offers much ad- H OW T H E S O C I A L I N D I CATO R S
cies were invited to present their outstanding work at ditional research in alternative and accessible formats. Since 2012 the Zero Project Indicators have consisted ARE DESCRIBED
the Zero Project Conference 2016, February 10 to 12, of 30 questions, divided into two groups:
at UN Headquarters in Vienna. Close to 500 partic- • Part 1 consists of 16 questions that cover the range
ipants from more than 60 countries attended this A look ahead: of key Articles of the UN CRPD and that have been
17% 36% 47%
year’s Conference. All research materials are available The Zero Project 2016–2017 posed in a consistent manner since 2011. These
for free at www.zeroproject.org. Results are also com- questions ask for details of the implementation of
municated via Facebook, Twitter, and YouTube (see The Zero Project 2016–2017 will restart the research the UN CPRD regarding built environments, trans-
“Yes” “Yes with qualifications” “No”
back cover of this Report). cycle, “revisiting” the topic of Employment, first portation, emergencies, education, data collection,
researched in 2012–2013. The official nomination employment, independent living/political participa-
In total, the analysed answers to all questions resulted
process will start in May and June 2016; the Social tion, and CRPD implementation and monitoring.
in 17% “Yes” (green light), 36% “Yes with qualifications”
Indicator survey will be launched in August and • Part 2 specifically addresses the annual research
(yellow light), and 47% “No” (red light). Based on these
September 2016. Also in 2016, for the first time the theme. This year the theme is Education. Since Part
responses, a Social Indicator was calculated for each
Zero Project is partnering with leading international 1 of the questionnaire also contains four questions
question – with 1 as the best possible Social Indicator
organizations, using the Zero Project network and on Education, the entire questionnaire consisted
(“Yes” only) and “0” as the worst possible indicator
methodology to jointly research various topics: of 18 questions on Education and 12 questions on
(“No” only). Calculations were also made on the regional
• The Zero Project will cooperate with the United other core topics of the UN CRPD.
and country group level, but no country-by-country
Nations Department of Economic and Social Af-
comparisons were made.
fairs/Division for Social Policy and Development on More specifically, in 2015–2016 the Zero Project
researching best practices in the field of accessible questionnaire was augmented to include questions on
and inclusive urban development, to be presented the following Education-related topics: H OW T H E S O C I A L I N D I CATO R S
at the UN Habitat III Conference in Quito, Ecuador, • Legal framework for Inclusive Education ARE RESEARCHED
October 2016. • Availability of data on Inclusive Education
• Jointly with the European Association of Service • Responsible government agency for Inclusive On the country level, analysis of qualitative data and
Providers for Persons with Disabilities (EASPD), the Education anecdotal evidence is collected per question. Section 1
Zero Project is researching best practices in the • Availability of accessible school buildings and contains analysis of all 16 Education-related questions.
field of early childhood development, to be present- learning materials
ed at an EASPD Conference in Chisinau, Moldova, • Compulsory teacher training in inclusion and The aggregated data on a worldwide and regional level
in April 2016. accessibility appears in the Annex; www.zeroproject.org contains
The Zero Project will also launch an online monthly • Gender equality in universities world maps for each of the 30 questions to drill down on
edition of the “Zero Project – Media Channel” – a new • Treatment of foreign students with disabilities data; and the whole dataset is available as open source
platform to share research about, and news from, for download.
One of the Innovative Practices 2016: “Bridge of Hope” in Armenia has trained Innovative Practices and Policies as well as insight From September to December 2015, 275 experts
more than 5000 teachers and transfered 2.200 pupils into Inclusive Education from the Social Indicators. from 129 countries answered the Zero Project
10 11
Innovative Practices and Summary of Innovative Practices Awards 2016
Policies: A summary The huge number of nominations enabled the
research team to find common clusters for methods
used and solutions found in the field of Education, in
In June and July 2015 more than 3,000 people from the field of accessible and inclusive ICT, and in both.
nearly every country of the world were approached to Section 2 includes in-depth analyse of the following
nominate practices, policies, projects, models, servic- methods and solutions:
es, products, business strategies, social enterprises,
etc. In response, 337 nominations for Innovative Prac- 1. Multidimensional approaches towards inclusive
tices and Policies from 98 countries were received. schools
A shortlist of 200 nominations (178 Practices and 22 2. Reaching out to the poorest of the poor in rural
Policies) was created with the participation of some areas
150 experts of the Zero Project’s worldwide network, 3. Opening up “closed” universities
with and without disabilities. 4. Preventing bullying in schools
5. Employment-driven training
All 22 shortlisted Innovative Policies were researched 6. Bridging the gap between vocational education
by the World Future Council (WFC), which applied and training and employment
its Future Just Lawmaking Methodology. The WFC
Credit: UNICEF Montenegro/Dusko Miljanic
7. Early childhood interventions
research team conducted written interviews with 8. Non-formal education: arts, pictures, music, sports One of the Innovative Policies 2016: Whereas in 2010 only 35% of the population of Montenegro found it acceptable for a child with a disabili-
representatives from governments, academia, and/or 9. Accessible learning materials ty to attend the same class as their own non-disabled child, this figure increased to 78% in 2015. This is the impact of an advocacy campaign
organizations of persons with disabilities. In total, 49 10. Training teachers, caregivers, and parents of UNICEF and the Government of Montenegro (supported among others by a famous actress from Montenegro).
experts with and without disabilities were involved in 11. Creating and supporting standards and accessible
this process. webtools
12. ICT support for persons who are blind or with
The selection of the 86 Innovative Practices Awar- visual impairments which has successfully acted as a real door-opener T H E 1 2 I N N OVAT I V E P O L I C I E S 2 0 1 6
dees 2016 was based on the voting of the Project’s 13. ICT support for persons who are deaf or with for numerous students with disabilities. In the area of
approximately 150 global network experts. hearing impairments vocational education and training that is accessible to Title Country
14. ICT support for persons with physical disabilities persons with disabilities so that they have a chance to
enter the open labour market, Costa Rica’s National Brazil’s billion dollar National Plan for Brazil
Inclusive Education
Find all 86 Innovative Practices Awardees on pages Plan for Work Inclusion of People with Disabilities has
37 to 130. World and Europe maps can be found on received an Innovative Policy Award 2016. Canada’s New Brunswick forbids Canada
page 14 and 16 and tables with further analysis in the segregated education
Annex. Search www.zeroproject.org by country or Innovative Policies in emergencies: Thanks to the
Boosting the employability of Costa Costa Rica
keyword – not only for this year’s Innovative Practices Inter-Agency Network for Education in Emergencies
Ricans with disabilities
and Policies but the entire database since 2012. Minimum Standards for Education, which articulate
the minimum level of educational quality and access, Access to higher education in Estonia Estonia
Summary of Innovative Policy Awards 2016 including for children with disabilities, the provision
The Zero Project has identified 12 Innovative Policies of education in emergencies became mandatory
Inclusive Education rolled-out in Ghana
(see box), which can be categorized as follows: worldwide in 2010. whole Ghana
Innovative Policies at different government levels: Innovative Policies for persons with all types of Mandatory minimum standards for International
Innovative Policies 2016 are implemented at all levels disabilities: The UN CRPD defines access to inclusive education in emergencies
of government, from the regional/provincial level and qualitative education for all, no matter what type Inclusive Education in post-war Iraq
(for example, New Brunswick’s policy on Inclusive of disability. The Inclusive Education Policy of New instability
Education) to the national level (for example, the Brunswick, Canada, is outstanding in that regard.
action plans from Costa Rica and Brazil) up to the Universal Design in Irish tourism Ireland
services as a business case
international level (for example, the EU-US Standard Innovative Policies for the most excluded groups:
of Cooperation). Italy is one of the few countries to have established a In Italy, students with disabilities are not Italy
national right to Inclusive Education, with specialized segregated
Innovative Policies at all levels of education: Inclusive teachers for learning support (one for every two chil-
Education goes beyond primary and secondary dren) and with less than 1% of all children with special Changing exclusionary behaviour pat- Montenegro
terns through advocacy
school, comprising early childhood development, needs educated in segregated settings.
adult education, and non-formal education. A good Promoting school readiness and a head United States
example for early childhood interventions is the US Find a detailed explanation of research and fact start for all of America
One of the Innovative Practices: Konekt (“LetsCo”) in Belgium trains adults Head Start programme. At the same time, higher sheets on page 134 ff., and a worldwide overview of
Transatlantic e-Accessibility standards USA & EU
with intellectual disabilities specifically to gain employment in kindergartens education needs to become accessible to those with all 12 Innovative Policies and a table with key facts on
cooperation USA & EU
and in the care of the elderly. disabilities, such as Estonia’s Primus programme, page 174 in the Annex.
12 13
Innovative Policies
Canada Afghanistan/Sweden India Bangladesh
Canada´s New Brunswick forbids Creating mainstream schools in a war-torn country Guidelines and Toolkits towards fully Creating a role model of Inclusive
segregated education Swedish Committee for Afghanistan accessible schools, Samarthyam Education
and Practices
New Brunswick - Department of Education and Early Plan International
Armenia Studying law for all students from under-
Childhood Development
privileged communities Accessible learning materials for
Supporting architects and urban planners to Training the teachers and their IDIA Charitable Trust students with visual impairments
trainers in Inclusive Education
around the world
understand accessibility YPSA (Young Power in Social Action)
Bridge of Hope Vocational training leading directly to jobs
GAATES
in the open labour market Holistic approach towards inclusive
A sign language curriculum especially for parents Jordan Youth4Jobs Foundation - Parivartan schools in Bangladesh
Carleton University Leonard Cheshire Disability
Video emergency line for persons Indian campaign on education of children
For Europe see following page Ukraine/Canada
with hearing impairments
Higher Council For Affairs Of Persons
with visual impairments is going global
ICEVI - Global Campaign on Education
Cambodia
From hidden children to Inclusive With Disabilities
Nepal Inclusive Education for
Education in the Ukraine
Turkey children who are blind or
The Canadian Centre on Disability Studies Accessible textbooks for all blind
ZERO PROJECT 2016 deaf in Cambodia
Social inclusion through Special students using Android technology Krousar Thmey
Olympics Unified Sports Recreation Action on Disability Rights
Innovative Practice Special Olympics Europe/Eurasia and Development
Innovative Policy
Burkina Faso Vietnam
USA Multi-stakeholder Low-cost technology for young
One accessible textbook platform for approach towards people with vision impairment
all universities Inclusive Education Nhat Hong Center
AMAC Accessibility Solutions in Burkina Faso
Transforming special schools
Ocades Tenkodogo
Analyzing the whole policy framework into early intervention centres
and Light For The
to identify barriers towards inclusion Medical Committee Nether-
Mexico World
TASH lands-Vietnam
How to teach students Nicaragua
A curriculum for the UN CRPD
with and without
Creating communities
Pakistan
already in six languages
disabilities equally
University of Syracuse - Burton Blatt for early childhood Quality health care and counsel
Universidad Tecnológica
Institute
Santa Catarina
interventions Israel ing through video technology
ASOPIECAD DoctHERs
Creating school communities of Fully accessible
acceptance, inclusion, and respect websites, automa-
Ghana Iraq
Special Olympics Arizona tically created
Inclusive User1st Inclusive Education in post-war
Promoting school readiness and a Costa Rica Education instability
head start for all Teaching sign language to Ministry of Education of Iraqi
rolled out in
Department of Health and Boosting the employability of Costa everyone, in an entertaining way
whole Ghana Kurdistan and UNICEF
Human Services Ricans with disabilities Access Israel
Ministry of
Ministry of Work and Social Security
Education
Tanzania
USA/Latin America and Carribean
Using technology to support blind
The million-user online platform,
learners on all levels of education
strengthening Latin American DPOs
Tanzania League of the Blind
The Trust for the Americas - POETA
Creating a role model for Tanzania‘s Australia
Brazil Inclusive Education policy
Picture my participation!
Brazil’s billion dollar National Plan for Inclusive Education Add International
Child and Adolescent Health Service
Secretariat for Human Rights of the Presidency & Ministeries
Uganda A toolkit giving children a voice who do
One children‘s book in nine accessible formats not want to speak
* International WVA Editora Training teachers to keep children with Deakin University
South Africa disabilities in school
Mandatory minimum standards for University experience for persons with
Improving speech by visualizing it Zimbabwe Uganda Society for Disabled Children
education in emergencies intellectual disabilities
Inter-Agency Network for Education in ADJ Electronics - Bellen Speech
Inclusive school Rwanda Centre for Disability Studies
Emergencies and Ministery of Education Visualizer
systems rolled out in
Access to education for refugee children Providing live transcripts of lessons and
Stimulation kit and training Zimbabwe
* USA / EU Initiative for Refugees living with Disability instant feedback to teachers
for caregivers Leonard Cheshire Zim-
Access Innovation Media - The Visible
Uhambo Foundation - Ndinogona babwe Trust
Transatlantic e-Accessibility standards Classroom
cooperation USA & EU
Stimulation Programme
Integrating Inclusive
Ruanda, Ethiopia and Kenya
European Commission and U.S. Access Board Developing indicators for Inclusive
Finding employment by training Education in local com- Training and employment of youth with
Education in the Pacific Region
and job rotation munities in Zimbabwe disabilities in several African countries
Monash University
The Living Link Jairos Jiri Association Light for the World - EmployAble
14 15
Innovative Policies
United Kingdom Germany Austria Norway Finland
Reducing all forms of prejudice-based bullying Step-by-step towards an The sign language Avatar Project Adding Universal Design in Finnish anti-bullying programme for
Centre for Studies and Inclusive Education inclusive university signtime the curricula of ICT students schools going international
and Practices
TU Dortmund - Dortmund Oslo and Akershus University University of Turku - KiVa
Itinerant Teachers deliver Inclusive Education in Togo Promoting innovative assistive
Center for Disability College
Handicap International technologies internationally All you need to know to open the
Remote speech-to-text and University of Applied Sciences - door to the labour market
Enable visually impaired people to
in Europe
sign language interpretation AsTeRICS Academy Aspa Foundation
travel independently Sweden
VerbaVoice
Royal London Society for Blind People - Wayfindr Easy to read newspaper articles, written Using technology
Persons with learning difficul- by persons with learning difficulties in the classroom Estonia
sign language interpretation on video for customers
ties as IT trainers Jugend am Werk as a support for
Barclays Bank - SignVideo Access to higher education in Estonia
PIKSL all students
Creating smart accessible Ministry of Education and Research
Preventing bullying in English Schools The Swedish and Archimedes Foundation: Primus
ZERO PROJECT 2016 World of Inclusion Limited
New museum experiences media using Robobraille
for persons with learning Hilfsgemeinschaft - RoboBraille Agency for Partici- Programme
difficulties pation
A tablet that creates Braille,
Innovative Practice PIKSL
graphics, and maps
Ireland Hungary
Innovative Policy BLITAB Technology
Universal Design in Irish tourism services as a business case English skills
A computer mouse for persons
National Standards Authority of Ireland steered with the mouth with learning
Creating a more accessible Ireland for children who are deaf LIFEtool - IntegraMouse3 difficulties
Ministry of Education - Sound Advice Prevent bullying against GNW
women with learning difficulties
Ninlil
Belgium
An all-stakeholder approach
Jobs in kindergartens and elder care for persons towards Inclusive Education
with intellectual disabilities Chance B Holding
Konekt - LetsCo!
Real jobs after being
Supporting teachers with excellent reports on Netherlands trained in a real bakery
children´s improvements Caritas & Gragger Bakery:
VCLB Gent Using courts and litigation for the right to BACK´mas Vocational Training
Inclusive Education
Bridging the gap to the IT Industry Dutch Association for Disabled Children:
IBM - EnAble India In1School
Luxemburg
Training carers, family, and staff
via a web platform
Association des Parents d’Enfants Menta-
lement Handicapés
Spain
Breaking down barriers to scientific knowledge
Universidad Complutense Madrid
France
Teaching blind students in regular school classes
E-Learning for teachers, carers, and families
Fundacion ONCE´s Educative Model
La Fondation des Amis de l’Atelier
Controlling the computer with eye movements
Irisbond
Learning to manage one´s own personal finances
Fundacion ONCE
Italy
Simulating a supermarket as a learning environment
ISTITUTO C. Colombo
Video-Interpreting Service for
sign language and foreign languages
Montenegro
VEASYT Live! Changing exclusionary behaviour patterns through advocacy
UNICEF and Government of Montenegro, European Union
Music as education and communication tool for
students with Autism
Istituto Comprensivo Via Dei Boschi
Using iPads to create multiple Kosovo
information channels Creating inclusive pre-school institutions
Centro Leonardo Education Save the Children
In Italy, students with disabilities are not segregated Macedonia
Ministry of Education
Assistive technologies and teacher training in mainstream schools
Open the Windows
16 17
Success Stories When our accessible theatre was recognized as an
Innovative Practice by the Zero Project, we gained
The measurable impact of the Zero Project: Innovative Practices and Innovative Policies from 2012 to visibility and credibility with the media and the Bra-
2015 report how the Zero Project made a difference for their work. zilian government. Soon after we were honoured by
the Zero Project , Escola de Gente was awarded the
Order of the Cultural Merit by the President of Brazil.
After the Zero Project Con-
ference, we presented the You have done fantastic work at Claudia Werneck, Escola de Gente, Brazil
Award to our parent Ministry, the Zero Project Conference, and
the Ministry of Public Service,
I have come away with many in-
Labour and Social Welfare,
which, in recognition of such teresting topics and views that I You are able to
an achievement, invited us as will use when I now plan a Nordic search out the best
one of the key partners to a
meeting that was held conference on the implementation examples of acces-
in Bulawayo in August 2015. of the UN CRPD, with a focus on
W. N. Ruvere, Jairos Jiri Assocation, politics, governing, and practice. sibility, uncovering
Zimbabwe
Maarit Aalto, Nordens Välfärdscenter/Nordic Centre The idea to organize a week-long summer camp
people and projects
for Welfare and Social Issues for young people with motor disabilities to
prepare them for further education started at the
that one rarely hears
Zero Project Conference 2013, and it was sub about.
The Zero Project Reports are providing very valuable input to sequently awarded as an Innovative Practice by
the Zero Project in 2015. Betty Dion, GAATES, Canada
the political actions of the disability movement in Denmark.
Joanna Kinberger, Diakonie, International Camp on
Stig Langvad, Independent Expert Member of the Committee under the UN CRPD, Denmark Computers and Communication for People with Motor
Disabilities, Austria
The Zero Project Award made a big difference for our local initiative in Belgium. The
media covered it, which helped us to get more political support. A year later, more and
more local communities are saying “yes” to the method that we developed to facilitate
access to rented housing for people with disabilities.
Joris Van Puyenbroeck, Mieke Schrooten, Proefwonen, Belgium Following our project’s
participation in the 2015
Zero Project, both in a
Der Dachverband der Träger der Behindertenhilfe
panel presentation and
in Kärnten (AmmA) hat durch „Zero-Project Landes
an award, many avenues
konferenz Kärnten“ und das in Folge stattgefundene
opened up. We received
„1. Vernetzungstreffen der Selbstvertreterinnen und
an expression of interest
Selbstvertreter in Kärnten“ das Thema aufgegriffen
to view our programme
und es gibt nun Bemühungen unter dem Dach der During the Zero Project Award ceremony at UN Headquarters in Vienna,
in Japan based on rec- UN DESA Director Daniela Bas expressed her wish to get a first-hand
AmmA auch einen Platz bzw. professionelle Struk- impression of our work on the ground in Hamburg-Altona. Delegations
ognition of the Zero
from Birmingham (UK) and Chicago (US) came to visit us after the award
turen für die Selbstvertreterinnen und Selbstvertreter
Project. ceremony and are now interested in implementing our criteria for inclusive
Kärntens zu schaffen. urban development in their cities, once these are available in English.
Cher Nicholson, South Australian
Andreas Jesse, Autark, Austria Supported Decision Making Project Agathe Bogacz, Hamburg Altona, Germany
18 19SECTION 1:
Key findings
of the Zero Project
Social Indicators
Worldwide coverage 30 questions
Coverage of 129 countries worldwide makes the Designed to focus on concrete implementations ofthe most
Zero Project Social Indicators a unique wealth of data important rights granted by the UN CRPD
Qualitative analysis Website
All available data has been analysed quantitatively but also The full set of data is available on www.zeroproject.org, best
qualitatively by researching comments and explanations to be seen on interactive world maps
20 21Comparing Inclusive Education Project Report 2014 on accessibility). Since the first
part of the questionnaire contained four questions on
Education, the entire questionnaire included a total
H OW TO ZO O M I N O N L I N E
of 18 questions on Education and 12 questions on the 1. Start with www.zeroproject.org/indicators
MEASURING THE IMPLEMENTATION OF THE UN CRPD WITH 30 QUESTIONS IN 129 COUNTRIES UN CRPD in general. Specifically, in 2015 the ques-
tionnaire was augmented to include questions on the
Since 2010 the Zero Project has measured the implementation of the UN Convention on the Rights of following Education-related topics:
Persons with Disabilities (CRPD) with Social Indicators, country by country. This year experts from 129 • Legal framework for Inclusive Education
countries have contributed to this process, with a particular focus on Education. These experts pro- • Availability of data on Inclusive Education
vide a global overview of – as well as unique insights into – the daily life of persons with disabilities in • Responsible government agency for Inclusive
Education
various countries worldwide.
• Availability of accessible school buildings and
learning materials
The Zero Project’s Social Indicators are designed to Respondents are encouraged to comment on their • Compulsory teacher training in inclusion and 2. Choose one of the 30 questions.
complement the work of national monitoring bodies, answers, which provides for the quantitative and accessibility
federal bureaus of statistics, and international organ- qualitative data used in determining the Social • Gender equality in universities
izations that measure the implementation of the UN Indicators. • Treatment of foreign students with disabilities
CRPD. They are based on questionnaires that are Experts in all countries of the world are approached,
completed by experts who assess the implementation including representatives of grassroots organiza- The scope of the survey 2015–2016
in their own country. The questions are designed to tions, national umbrella and membership organiza- During the period September to December 2015, 275
focus on concrete implementation of the most impor- tions, service providers, academics, consultants, experts from 129 countries answered the Zero Project
tant rights granted by the UN CRPD, as stated in its social entrepreneurs, and others – both with and questionnaire; 196 questionnaires were completed by
Articles. without disabilities. Several organizations support at least a third and also met other qualitative criteria, 3. Zoom in on the region you want to analyse
the research by forwarding the questionnaire to its and were thus evaluated. 102 responses from 95 coun- and get the overall picture.
Answers to questions asked of the expert panels are members. Disabled Peoples’ International (DPI) takes tries came from the DPI network, and the Zero Project
based on a traffic light system: a leading role in that respect, this year encouraging is especially grateful for its continuing support.
• Green: Yes its members from almost 100 countries to participate
• Yellow: Yes with qualification in the survey. Such global coverage makes the Zero Project Social
• Red: No Experts are selected by the Zero Project team, Indicators a unique wealth of data and background
based on experiences from former years and on the information on the implementation of the UN CRPD.
peer recommendations of other members of the Zero This is especially true given that for three years in
Project network, and they are then approached by a row the number of participating countries has
H OW TO U S E T H E S O C I A L I N D I CATO R S email. exceeded 75 percent of all countries that have ratified 4. Click on the symbol in green, yellow, and
the convention (see world map on page 30) red and learn about the respondent and the
• In the following section, every Education-related question
The questionnaire can be answered online in any Countries with the highest response rate are: explanation of the answer given, if any.
is analysed by the “traffic-light” method – both worldwide
of four languages (English, French, German, and • Pakistan: 6
and regionally. This data is augmented by qualitative data
Spanish), and is also available in accessible MS Word • Philippines: 6
based on the comments and explanations provided by the
documents (in four languages) on the Zero Project • India: 4
respondents. The 12 questions not related to Education
website. (The full questionnaire appears in English in • Indonesia: 4
are not analysed in this Report, only on the website.
the Annex of this Report, and all questionnaires are in • Japan: 4
• The Annex of this Report contains all answers by all re- the Download section of the Zero Project website.) • Myanmar: 4 How data has been analysed
spondents, summarized answers to questions, and the full • Sweden: 4 The answers provided by the experts are based on
questionnaire. A two-part questionnaire • USA: 4 their experiences and perspectives. This provides
Since 2013 the Zero Project Indicators have consist- a unique set of qualitative and quantitative data. On
• The Zero Project website contains all data, including the
ed of 30 questions, divided into two groups: The regional breakdown of responses (according to the other hand, the sampling, collection, and analysis
names, organizations, countries, and comments of all
Part 1 consists of 16 questions that cover the range the definition of world regions by UN statistics, http:// of this data are limited by statistical principles and
respondents (see the Indicators section). Every question
of key Articles of the UN CRPD and that have been unstats.un.org) also demonstrates the worldwide rules. Thus, the Zero Project only aggregates data on
can be analysed via world maps, which can be zoomed
posed in a consistent manner since 2011. These ques- network of experts taking part in the Social Indicator a regional level, not on country level. Some important
in and out. When clicking on a symbol, the name of the
tions ask for details of the implementation of the UN survey: findings are summarized in this chapter.
respondent and additional remarks appear. Every question
CPRD regarding built environments, transportation, • Asia & Pacific (including central Asia and Middle
is also analysed verbally, looking at quantitative as well as
emergencies, education, data collection, employment, East): 60 On country level, analysis of qualitative data and
qualitative data.
independent living/political participation, and CRPD • Sub-Saharan Africa: 42 anecdotal evidence is collected per question. The
• The complete open source data is also freely available in implementation and monitoring. • Europe: 37 following section contains analysis of all 16 Educa-
the Download section of the Zero Project website, ena- • Latin, Central America & Caribbean: 33 tion-related questions.
bling anyone to conduct their own research. Part 2 specifically addresses the annual research • Oceania: 12
theme. This year the theme is Education (a sub-top- • Northern Africa: 7 The aggregated data on a worldwide as well as a
ic is ICT, but this was already covered in the Zero • North America: 5 regional level appears in the Annex.
22 23Analysis of 11 Indicators
GOOD NEWS FROM NEW ZEALAND
Alternative testing methods for students ON SCHOOL AUTONOMY AND REPORTING:
Question 8: Do university students with disabilities In New Zealand schools are reported to
have access to alternative testing methods?
For the Report, 11 out of the 30 questions were analyzed in depth, looking at both the data as well as be self managing and autonomous and
on the comments of the experts. Yes 14% are required to report to their commu-
Yes with Qualifications 54%
No 32% nities on how they use their funds and
Inclusive primary education Analysis Social Indicator: 0.41 how they meet the needs of students
With regards to Inclusive Education and the right of Overall rank of Social Indicator: 9 of 30
Question 7: Does a person with disability have the children with disabilities to receive free and quality with special education needs.
right to receive free and compulsory primary education education, 39 percent of respondents replied that Analysis
within the mainstream educational system? the right exists and children with disabilities should Only 14 percent of respondents replied that alterna- Sally Jackson, Ministry of Education, New Zealand
receive such an education. 0.65 is the the second tive testing methods exist for students with disabil-
Yes 39% highest Social Indicator of all 30 questions asked. The ities at universities. With a Social Indicator of 0.41,
Yes with Qualifications 52% worst regional Social Indicator comes from the Asia/ the question ranks ninth out of 30. From a regional staff end up not knowing their needs for alternative
No 8% Pacific/Middle East Region (0.34), with the ASEAN perspective, alternative testing methods are reported testing or instruction.”
Social Indicator: 0.65 country group (0.60) doing much better. to be most common in North America (0.75) and Cynthy Haihambo, Namibia
Overall rank of Social Indicator: 2 of 30 The most mentioned comment of respondents is Europe (0.67).
the fact that governments still highly promote and In some countries students with disabilities receive
favor segregation and special schools over inclusive additional time for completing an exam (Armenia, Aus- Legal framework on Inclusive Education
mainstream schools and often highlight to parents the tralia, Togo), while the use of assistive devices are not
benefits and advantages of special schools compared so common due to the fact that professors doubt the Question 17: Is there a legal framework on Inclusive
H OW TO I N T E R P R E T to inclusion (Australia, Austria, Benin, Burundi, Den- quality of the test when assistive devices or similar or Education in place for the whole country for com-
T H E S O C I A L I N D I CATO R S mark, Finland, Greece, India, Japan, Moldova, Pakistan, being used (Canada, Namibia). pulsory education (normally primary and secondary
South Africa). The admission policy often lies with indi- Alternative testing methods are often subject to the schools)?
• The percentages of “Yes,” “Yes with Qualifications,” vidual schools, which tend to disadvantage children kind of disability, and not available to all persons with
and “No” refer to the survey of the Zero Project (see with disabilities (Honduras, India, Netherlands). all kinds of disabilities (Austria, Greece, India, Paki- Yes 23%
page 166),analyzing all answers given worldwide. Many schools and curricula are not accessible, which stan, Ukraine) or limited to only some universities in Yes with Qualifications 55%
according to experts is often due to lack of funds the country (Austria, Chile, Poland, Romania). No 22%
• The Social Indicator is an average number arrvived (Cameroon, Canada, Italy, New Zealand) or to the Social Indicator: 0.50
at by counting every “Yes” as 1, “Yes with Qualifica- shortage or non-existence of trained specialists and Quotes from respondents Overall rank of Social Indicator: 4 of 30
tions” as 0.5, and “No” as 0 and then dividing by the teachers who can meet the learning needs of children “Regarding blind students, we can tell that professors
number of all countable answers. Thus, 1 indicates with disabilities (Azerbaijan, India, Poland). do give them the chance to take an examination in a Analysis
that every (countable) respondent answered “Yes” way that is convenient. However, there is no data on Twenty-three percent of respondents state that a
and 0 that every respondent answered “No.” Quotations from respondents the matter about the country in general.” legal framework on Inclusive Education exists in their
“As per law, every child with disability has a right to Olesya Popova, Ukraine respective state: children with disabilities of primary
• The overall rank refers to the level of support that free and compulsory education up to the age of 18. and secondary school age (compulsory education)
a Social Indicator received among all 30 questions The reality shows that children with disabilities are of- “Things have improved considerably, and exam have the individual right to participate in mainstream
that were asked and analyzed in the questionnaire. ten denied admission in schools and are forced to go support is now offered in most universities, although education and their learning needs are met.
to special schools. The teachers in the maintstream students have to apply for it. In some universities stu- 0.50 is the forth highest Social Indicator of all 30
• Social Indicators were also calculated by world re- schools are not trained, and there are no provisions dents with disabilities are denied extensions or other questions asked, so the results still rank among the
gion and some important country groups (see table such as access to classrooms, toilets, teaching/learn- adjustments to enable them to participate equally. most positive. Of all regions and country groups,
in Annex). ing materials, or aids and appliances Hence, children Students with disabilities undertaking a placement North America is in the lead at 0.80.
many times voluntarily opt for special education.” exam can be severely disadvantaged as there is very
Rajasree Vrindavan, St. Joseph College, India little adjustment made to accommodate them, and Quotations from respondents
the expectation is that the student must complete “Too many children are stigmatised with the“special”
the exam in the same timeframe and within the same label when this is not even warranted in the first place.
parameters as other students.” Special schools and units are still widely supported
GOOD NEWS FROM THE UNITED STATES ON FOREIGN STUDENTS: Christina Ryan, Australia and used in Ireland for all abilities, not just hearing
issues.”
Foreign students with disabilities can generally access the same kinds of “Yes they do, but some lecturers still hold the view Caroline Carswell, Sound Advice, Ireland
that alternative testing methods interfere with quality.
disability-related accommodations (such as a sign interpreter in the classroom) Two universities have a centre/unit aimed at support- “In Cameroon all state schools are free for persons
as their U.S. citizen classmates at the same university. ing students with special needs, which negotiate and with disabilities, but there is a problem with school
facilitate alternative assessments. Some students requirments such as books and uniforms. Some
Andrea Shettle, United States (For more information: www.miusa.org/resource/tipsheet/offcampus) also do not disclose their special needs, and thus schools, however, are not friendly to children with
24 25You can also read
