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3 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Inclusive Education for Persons with Disabilities - Are We Making Progress? ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO | Leonard Cheshire (UK) The paper โInclusive education for persons with disabilities โ Are we making progress?โ has been developed as a background paper for the UNESCO International Forum on inclusion and equity in education โ Every learner matters, being held in Cali, Colombia from 11-13 September 2019. The Forum is being organised in commemoration of the 25th anniversary of the passing of the Salamanca Statement and Framework for Action. The paper will explore the global progress towards inclusive education, the successes achieved and learnings observed specifically in countries of the global South. In these countries the concerns of universal access to and retention in education is still a concern for many governments, but large-scale exclusion of children with disabilities (an estimated 32 million or 1 out of 3 are out of school) remains the order of the day and is not always high on government agendas. Educaciรณn inclusiva para personas con discapacidades - ยฟestamos logrando avances? ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: Organizaciรณn de las Naciones Unidas para la Educaciรณn, la Ciencia y la Cultura (UNESCO) | Leonard Cheshire (UK) El informe ยซEducaciรณn inclusiva para personas con discapacidades: ยฟestamos logrando avances?ยป ha sido elaborado como documento de referencia para el Foro Internacional sobre Inclusiรณn y Equidad en la Educaciรณn UNESCO ยซTodas y todos los estudiantes cuentanยป, que se celebrarรก en Cali (Colombia) del 11 al 13 de septiembre de 2019. El Foro ha sido organizado para conmemorar el 25 aniversario de la aprobaciรณn de la Declaraciรณn de Salamanca y Marco de Acciรณn sobre Necesidades Educativas Especiales. En este informe se explora el avance mundial hacia la educaciรณn inclusiva, los รฉxitos logrados y las conclusiones observadas especรญficamente en paรญses del hemisferio sur, donde los problemas en torno al acceso universal a la educaciรณn y la continuidad en ella siguen siendo motivo de preocupaciรณn para numerosos gobiernos y donde la exclusiรณn a gran escala de niรฑos con discapacidad (se estima que unos 32 millones de niรฑos no estรกn escolarizados, lo que supone 1 de cada 3) sigue estando a la orden del dรญa y no siempre es una prioridad en los programas gubernamentales. 
School Violence and Bullying of Children With Disabilities in the Eastern and Southern African Region: A Needs Assessment ๋ฐํ ์ฐ๋: 2022 ์ ์: Thesandree Padayachee | Nithya Srinivasan | Mark Carew | Marcella Deluca | Amyn Lalji ๋จ์ฒด ์ ์: Leonard Cheshire (UK) | ่ๅๅฝๆ็งๆ็ป็ป (UNESCO) This study looked at the robustness of policy and legal frameworks and the needs of teachers and learners with disabilities in regard to addressing school violence and bullying within the Eastern and Southern African region. The study comprised both a policy analysis and primary qualitative research within five countries in the Eastern and Southern African region (Botswana, Kenya, Lesotho, South Africa and Zambia).