Right to education – Austrian Council for the Disabled

As of November 20, 2024, the United Nations Convention on the Rights of the Child has been in force for 35 years, and children’s rights have also applied in Austria for 32 years.

The UN Convention on the Rights of the Child is a document that emphasizes the needs and interests of children, such as the right to leisure, the right to education or the right to protection from violence. In Article 23 The right to support children with disabilities is established Article 28 the right to education, school and vocational training.

It is a fundamental human right to be able to learn and to participate equally in society. This must be granted on the basis of non-discrimination, non-segregation and equal opportunities.

Sound school and vocational training is an essential prerequisite for ensuring that people with disabilities can be successfully included in the world of work. It is an important cornerstone for people with disabilities to earn a living through work and thus live self-determined and independent lives.

The Austrian Council for the Disabled calls for inclusive education to be implemented concretely and quickly at all levels.

To this end, the federal government and the states, among others, must conclude an agreement whereby inclusive education, from the offerings for small children to university education as well as lifelong learning, will be established immediately:

Inclusive education requires in particular:

• Mandatory educational offerings must include people with disabilities. A disability should never be the reason for excluding people from education – except in cases of acute medical necessity.
• The exception to the mandatory kindergarten year for girls and boys with disabilities must be deleted.
• The range of inclusive kindergarten places is to be massively expanded as part of the kindergarten billion.
• All necessary implementation measures for inclusive education must be taken and all educational locations and forms of school with the necessary ones human and financial resources so that all children, despite their differences, can be taught, supported and valued together.
• For this purpose, coordinated step-by-step plans must be adopted by the federal states and the federal government – including binding timelines and process control – the aim of which is that after a transition process there are no longer any special forms of educational institutions and that all children can attend regular school or an inclusive elementary educational institution .
• financing: Sufficient financial and human resources are required for inclusive education, generally and increasingly in the implementation phase.
• Accessibility: Educational facilities and teaching materials must be designed to meet the different needs of children and young people with disabilities. This should also be in the Criteria for funding be made compulsory in all areas of education.
• Barrier-free communication (such as Austrian Sign Language, AAC, written interpretation and easy language) must be made available if required.
• Inclusion pedagogy must as Compulsory subject in all pedagogical training courses remain in place.
• A system of Support staff must be expanded in all schools and educational institutions as needed.
• Expansion and improvement of the training offerings for teachers and the school supervision and the deployment of additional teachers, as well as the admission of Teaching staff with disabilities.
• Best possible individually tailored support of pupils and students with disabilities.
• Children with special educational needs must be given a legal right to an 11th and 12th school year in the main school.
• These are needs-based offers of inclusive afternoon care (hoarding) to create.
• Needs-based personal assistance in the entire educational sector, regardless of the type of disability (as determined by a court in the context of a representative action for the federal schools sector).
• All offers from Adult education and higher education including university education must be accessible to people with disabilities.
• Consulting offers for parents of children and young people with disabilities must be established and expanded.
• Awareness raising measures for parents of children and young people without disabilities must be established.

How can teachers and schools effectively support the psychological needs of children with disabilities in an ‌inclusive classroom setting?

‌Great! Here’s⁤ the interview:

Interviewer: Today ⁣we ⁢have two ⁤guests ‌with us‌ to discuss the importance of inclusive education for children with disabilities. Joining us is Ms. ​Sarah Brown, the Director ​of the Austrian Council for the ⁤Disabled, and Dr. Leo Meyer,‍ a renowned ⁢psychologist who specializes in working with children with disabilities.

Interviewer: Ms. Brown, the ​Austrian Council for the Disabled has been ​at the forefront of advocating ⁢for⁢ inclusive ⁣education for children with disabilities. Can you tell⁤ us more about the⁢ specific measures you believe‍ should ⁤be implemented to‌ ensure that inclusive education becomes a reality in Austria?

Ms.⁢ Sarah Brown: Well,‍ firstly, we believe that inclusive ⁣education should be guaranteed for all children with disabilities, regardless‍ of their gender or the severity of‍ their condition. In essence, we want to see‍ a world where children with disabilities ‌are not ⁣excluded from mainstream education, and inclusive ⁣kindergarten places⁤ are ⁣expanded ‍as part of the kindergarten billion. We also advocate ​for the adoption of coordinated step-by-step plans with binding timelines and process control ‍to phase out special educational ​institutions and ensure that all children can access regular schools or inclusive educational institutions. Additionally, we believe​ that accessibility measures should be implemented in all educational facilities and‌ teaching materials, with barrier-free communication made available when necessary. Inclusion pedagogy ⁢should remain a compulsory subject in ​all⁤ pedagogical ‌training courses, ​and​ support staff should be‌ expanded in ‍all schools and educational ‌institutions. Children with special‍ needs should also have the right to an ‌11th and 12th school year ⁢in the main school, and​ needs-based⁣ personal assistance should be​ provided ⁢throughout⁢ the educational sector.

Interviewer:⁢ That’s a comprehensive list of measures. Dr. Meyer, as a ‌psychologist, how do‌ you view the need for inclusive education from a ⁣psychological perspective?

Dr. Leo Meyer: From a psychological perspective, inclusive education is crucial for ⁣the social, emotional, and cognitive development of children with disabilities.‍ It ⁢helps them form⁣ meaningful relationships with their⁢ peers, build self-esteem, and feel valued as members of‍ the community. Inclusive education also ⁢benefits ⁢children without disabilities ‍by ​exposing them to diverse⁢ perspectives and experiences, promoting empathy⁤ and understanding. However,