Why do the DARe-Learning consortium partners think that disabled children should learn together with their peers, disabled pupils with non-disabled school-goers and disabled students should share the university experience with all the other students?
The consortium partners wish the very posing of such a question were unnecessary in the first place, but for the time being it must still be posed. Moreover, it must be shown that the answer to this question is well justified and based on solid scientific research as well as deeply rooted in the good practice of society characterised by solidarity and diversity.
A common, broadly understood education strengthens mutual understanding, openness, as well as tolerance and humanism. Such a common education is inclusive education and this notion goes a step further than its predecessor i.e. integrative education, which went too far towards the segregation of disabled children and pupils and fortunately has never been present in higher education.
In legal terms, inclusive education is aptly described in Article 24 of the UN Convention on the Rights of Persons with Disabilities, whilst its practical meaning and the spirit of such education become more familiar through our course and the educational materials published at the DARe-Learning portal, which we invite you to use.
Article 24 of the UN Convention on the Rights of Persons with Disabilities
Inclusive education: a structure with strong foundations, I. Białek, D. Nowak-Adamczyk