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The salamanca statement on principles for special needs education is a document adopted by the world conference on special needs education in 1994. It emphasizes the importance of inclusive education for all, regardless of economic conditions, regions, or individual differences. Recommendations for governments, organizations, and communities to ensure equal access and opportunity for students with special educational needs.
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AND
ON SPECIAL NEEDS EDUCATION
This publ i c ation may be fre e ly quoted and rep ro d u c e d.
P rinted in UNESCO 1994.
E D-94/WS/ 1 8
social and economic policies. It calls for major re fo rm of the ord i - n a ry sch o o l.
These documents rep resent a wo rl dwide consensus on future d i rections for special needs education. UNESCO is proud to be a s s o c i ated with this Confe rence and its important conclusions. A l l c o n c e rned must now rise to the ch a l l e n ge and wo rk to ensure that E d u c ation for All effe c t ive ly means FOR A L L , p a rt i c u l a rly those who are most vulnerable and most in need. The future is not fat e d, but will be fashioned by our va l u e s , thoughts and actions. Our success in the ye a rs ahead will depend not so mu ch on wh at we do as wh at we ach i eve.
It is my hope that all re a d e rs of this document will help to enact the re c o m m e n d ations of the Salamanca Confe rence by endeavo u - ring to tra n s l ate its message into practice within their re s p e c t ive fields of re s p o n s i b i l i t y.
Fe d e rico Mayo r
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THE
SALAMANCA
STATEMENT
ON PRINCIPLES, POLICY AND PRAC T I C E IN SPECIAL NEEDS EDUCAT I O N
T H E S A L A M A N C A S T A T E M E N T
We, the delegates of the Wo rld Confe rence on Special Needs E d u c ation rep resenting ninety-two gove rnments and twe n t y - five i n t e rn ational orga n i z at i o n s , a s s e m bled here in Salamanca, S p a i n , f rom 7-10 June 1994, h e reby re a ffi rm our commitment to E d u c ation for A l l , re c ognizing the necessity and urge n cy of prov i- ding education for ch i l d re n , youth and adults with special educa- tional needs within the regular education system, and further here- by endorse the Fra m ewo rk for Action on Special Needs Educat i o n , t h at gove rnments and orga n i z ations may be guided by the spirit of its provisions and re c o m m e n d at i o n s.
We believe and pro claim that :
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T H E S A L A M A N C A S T A T E M E N T
We call upon all gove rnments and urge them to:
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T H E S A L A M A N C A S T A T E M E N T
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T H E S A L A M A N C A S T A T E M E N T
Fi n a l ly, we ex p ress our wa rm ap p re c i ation to the Gove rnment of Spain and to UNESCO for the orga n i z ation of the Confe re n c e, a n d we urge them to make eve ry effo rt to bring this Statement and the a c c o m p a nying Fra m ewo rk for Action to the attention of the wo rl d c o m mu n i t y, e s p e c i a l ly at such important fo rums as the Wo rl d Summit for Social Development (Copenhage n , 1995) and the Wo rld Confe rence on Women (Beijing, 1 9 9 5 ).
Adopted by accl a m at i o n , in the city of Salamanca, S p a i n , on this 10th of Ju n e, 1 9 9 4.
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- I n t ro d u c t i o n This Fra m ewo rk for Action on Special Needs Educat i o n was adopted by the Wo rld Confe rence on Special Needs E d u c ation orga n i zed by the Gove rnment of Spain in co-o p e ra- tion with UNESCO and held in Salamanca from 7 to 10 Ju n e
Its purpose is to info rm policy and guide action by gove rn m e n t s , i n t e rn ational orga n i z at i o n s , n ational aid age n- c i e s , n o n - gove rnmental orga n i z ations and other bodies in implementing the Salamanca Statement on Pri n c i p l e s , Po l i cy and Practice in Special Needs Educat i o n. Th e Fra m ewo rk d raws ex t e n s ive ly upon the national ex p e ri e n c e of the part i c i p ating countries as well as upon re s o l u t i o n s , re c o m m e n d ations and publ i c ations of the United Nations sys- tem and other intergove rnmental orga n i z at i o n s , e s p e c i a l ly the S t a n d a rd Rules on the Equalization of Opportunities fo r Pe rsons with Disab i l i t i e s^1. It also takes account of the pro p o- s a l s , guidelines and re c o m m e n d ations arising from the five regional seminars held to prep a re the Wo rld Confe re n c e.
The right of eve ry child to an education is pro claimed in the U n ive rsal Decl a ration of Human Rights and was fo rc e f u l ly re a ffi rmed by the Wo rld Decl a ration on Education for A l l.
1 United Nations Standard Rules on the Equalization of Opportunities for Pe rsons with D i s ab i l i t i e s , A / R E S / 4 8 / 9 6 , United Nations Resolution a dopted by the Genera l A s s e m bly at its 48th session on 90 December 1993.
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F R A M E W O R K F O R A C T I O N
s o c i e t y. A ch a n ge in social pers p e c t ive is imperat ive. For fa r too long, the pro blems of people with disabilities have been compounded by a disabling society that has focused upon their i m p a i rments rather than their potential.
Special needs education incorp o rates the proven principles of sound pedagogy from wh i ch all ch i l d ren may benefit. It assumes that human diffe rences are normal and that learning must accor- dingly be adapted to the needs of the child rather than the child fitted to preo rdained assumptions rega rding the pace and nature of the learning process. A ch i l d-c e n t red pedagogy is beneficial to all students and, as a consequence, to society as a whole. Experience has demonstrated that it can substantially reduce the d ro p-out and repetition that are so mu ch a part of many education systems while ensuring higher ave rage levels of achievement. A child-centred pedagogy can help to avoid the waste of re s o u rc e s and the shat t e ring of hopes that is all too frequently a conse- quence of poor quality instruction and a ‘one size fits all’ menta- lity towards education. Child-c e n t red schools are, m o re over, the training ground for a people-o riented society that respects both the differences and the dignity of all human beings.
This Fra m ewo rk for A c t i o n c o m p rises the fo l l owing sec- t i o n s : I. N ew thinking in special needs educat i o n II. Guidelines for action at the national level A. Po l i cy and orga n i z at i o n B. School fa c t o rs C. Recruitment and training of educational personnel D. External support serv i c e s E. Pri o rity are a s F. Community pers p e c t ive s G. Resource re q u i re m e n t s I I I. Guidelines for action at the regional and intern ational leve l.
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T H E S A L A M A N C A S T A T E M E N T
l e a rning and ensuring quality education to all through ap p ro- p ri ate curri c u l a , o rga n i z ational arra n ge m e n t s , t e a ching strat e- gi e s , re s o u rce use and part n e rships with their commu n i t i e s. Th e re should be a continuum of support and services to mat ch the continuum of special needs encountered in eve ry sch o o l.
Within incl u s ive sch o o l s , ch i l d ren with special educat i o n a l needs should re c e ive wh at ever ex t ra support they may re q u i re to ensure their effe c t ive education. Incl u s ive schooling is the most effe c t ive means for building solidarity between ch i l d re n with special needs and their peers. Assignment of ch i l d ren to special schools - or special classes or sections within a sch o o l on a permanent basis - should be the ex c ep t i o n , to be re c o m- mended only in those infrequent cases wh e re it is cl e a rly d e m o n s t rated that education in regular cl a s s rooms is incap abl e of meeting a ch i l d ’s educational or social needs or when it is re q u i red for the we l fa re of the child or that of other ch i l d re n.
The situation rega rding special needs education va ries enor- m o u s ly from one country to another. Th e re are, for ex a m p l e, c o u n t ries that have well established systems of special sch o o l s for those with specific impairments. Such special schools can rep resent a va l u able re s o u rce for the development of incl u s ive s chools. The staff of these special institutions possess the ex p e rtise needed for early screening and identifi c ation of ch i l- d ren with disabilities. Special schools can also serve as tra i- ning and re s o u rce centres for staff in regular schools. Fi n a l ly, special schools or units within incl u s ive schools - m ay conti- nue to provide the most suitable education for the re l at ive ly small number of ch i l d ren with disabilities who cannot be ade- q u at e ly served in regular cl a s s rooms or schools. Inve s t m e n t in existing special schools should be ge a red to their new and expanded role of pr oviding pro fessional support to
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F R A M E W O R K F O R A C T I O N
regular schools in meeting special educational needs. A n i m p o rtant contri bution to ord i n a ry sch o o l s , wh i ch the staff of special schools can make, is to the mat ching of curri c u l a r content and method to the individual needs of pupils.
1 0. C o u n t ries that have few or no special schools wo u l d, in ge n e- ra l , be well advised to concentrate their effo rts on the deve l o p- ment of incl u s ive schools and the specialized services needed to enable them to serve the vast majority of ch i l d ren and yo u t h
1 1. E d u c ational planning by gove rnments should concentrate on e d u c ation for a l l p e rs o n s , in a l l regions of a country and in a l l economic conditions, t h rough both public and private sch o o l s.
1 2. Because in the past re l at ive ly few ch i l d ren with disab i l i t i e s h ave had access to educat i o n , e s p e c i a l ly in the deve l o p i n g regions of the wo rl d, t h e re are millions of adults with disab i- lities who lack even the rudiments of a basic education. A
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