VN-verdrag handicap
Voor de verdere ontwikkeling van inclusief onderwijs zal de Nederlandse overheid nauwgezet moeten kijken naar wat de VN daarvan vindt. In 2016 hebben we ons immers verbonden aan het VN Verdrag gehandicapte mens.
Recent heeft de VN gereageerd op de stand van zaken in Nederland. Samengevat: het gaat niet snel genoeg, de groei van het gespecialiseerd onderwijs baart zorgen, opleidingen en regulier systeem zijn aan zet. En het gespecialiseerd onderwijs denkt graag vanuit zijn expertise mee om deze gewenste ontwikkeling te realiseren.
Voor de geïnteresseerden is de volledig reactie in de bijlage bijgevoegd. Voor diegene die vooral geïnteresseerd is in de consequenties voor het onderwijs, navolgend de tekst die daarover is opgenomen. Nu nog in het Engels, hopelijk binnenkort ook in het Nederlands:
Education (art. 24)
1. The Committee is concerned about:
(a) The perpetuation of the dual education system and the lack of concrete objectives, timelines and evaluations in the Working Agenda for Inclusive Education 2035 for developing quality inclusive education;
(b) The high and increasing number of children placed in special education and the growing waiting lists at schools for special education, as well as the possibility and increasingly significant number of exemptions from compulsory education on the basis of article 5a of the Compulsory Education Act;
(c) The limited training provided to general education teachers on the rights of children with disabilities to inclusive education and on inclusive education methods of teaching;
(d) The lack of accessibility in mainstream schools to the supports necessary for inclusive education, especially the lack of reasonable accommodation, taking into account all different types of disabilities, namely for deaf pupils and students with hearing impairments;
(e) Reports about stigma against students with disabilities, including discouraging persons with disabilities to access tertiary education.
2. Recalling its general comment No. 4 (2016), on the right to inclusive education and target 4.5 and 4.a of the Sustainable Development Goals, in close consultation and with active involvement of organizations of persons with disabilities, learners with disabilities and their families, the Committee recommends that the State party:
(a) Work towards a fully inclusive education system for all children, including children with intellectual and/or psychosocial disabilities and autistic children, that ends specialized education; review the current implementation plan; establish concrete objectives, timelines, and evaluation mechanisms to ensure effective transition towards inclusive education;
(b) Take immediate measures to reduce the number of children placed in special education by increasing the capacity of mainstream schools to accommodate students with disabilities, providing adequate resources and support to mainstream schools to facilitate inclusion, including specialised training; amend national legislation on exemptions from compulsory education for children with disabilities, including children with physical and intellectual and/or psychosocial disabilities, with high support requirements, ensuring that all children with disabilities can exercise their right to education;
(c) Improve the curricula and teaching methodsprovided to mainstream education teachers on the rights of children with disabilities to inclusive education and on inclusive education methods of teaching;
(d) Ensure that mainstream schools are fully accessible and provide reasonable accommodation for all types of disabilities, particularly for deaf pupils and students with hearing impairments;
(e) Ensure access to inclusive tertiary education, including vocational and higher education, for children and adults with disabilities.