41990X0703(01)

Resolution of the Council and the Ministers for Education meeting within the Council of 31 May 1990 concerning integration of children and young people with disabilities into ordinary systems of education

Official Journal C 162 , 03/07/1990 P. 0002 - 0003


RESOLUTION OF THE COUNCIL AND THE MINISTERS OF EDUCATION MEETING WITHIN THE COUNCIL

of 31 May 1990

concerning integration of children and young people with disabilities into ordinary systems of education

(90/C 162/02)

THE COUNCIL AND THE MINISTERS OF EDUCATION MEETING WITHIN THE COUNCIL,

Being convinced that the education policy of all the Member States is evolving towards integration, in all appropriate cases, of children and young people with disabilities into ordinary systems of education, with the support as appropriate of the specialized sector and/or services in varying degrees according to each state,

Taking into account the importance which Member States attach to the integration into mainstream education of children and young people with disabilities, as stated in the Conclusions of the Council and the Ministers of Education Meeting within the Council of 14 May 1987 (1), and recognizing the specific positive contribution which integration can make both to children and young people with disabilities as well as to other pupils and students in the various sectors of mainstream education,

Taking into account the various conclusions and resolutions up to 1988 which have led to the emergence of a comprehensive and coherent policy in favour of people with disabilities and the setting up of a Second European Community Action Programme in favour of people with disabilities (Helios) (2),

Taking account of the various initiatives in education undertaken to date under the Helios Programme and independently of the Helios programme,

Being convinced of the desirability of seeking to integrate into the ordinary systems of education those pupils and students with disabilities for whom such placement is appropriate and being of the view that the actions taken to achieve this aim in the framework of the educational systems of the Member States should be more dynamic and, in particular, should ensure that provision appropriate to individual needs and of the highest quality is made available,

HEREBY ADOPT THIS RESOLUTION:

1. The Member States have agreed to intensify, where necessary, their efforts to integrate or encourage integration of pupils and students with disabilities, in all appropriate cases, into the ordinary education system, within the framework of their respective education policies and taking due account of their respective education systems.

2. Full integration into the system of mainstream education should be considered as a first option in all appropriate cases, and all education establishments should be in a position to respond to the needs of pupils and students with disabilities. In this context links should be developed and fostered between the family, the school, the community, leisure activities and the world of work. Educational provision of the best possible quality for pupils with disabilities in mainstream education must be considered as an important and integral part of the promotion of the integration and of the autonomy of people with disabilities.

3. The work of special schools and centres for children and young people with disabilities should be seen as complementary to the work of the ordinary education systems. It should take due account of the individual needs of the children, young people and their parents, as well as of educational choices made on the basis of full information about the available options.

4. In addition the skills and teaching methods developed in special education should be at the disposal of mainstream education for the benefit of the children and young people with special needs who are educated there.

5. To promote the integration of children and young people with disabilities into the various sectors of mainstream education and so contribute to their acquiring autonomy and independence, cooperation between all the bodies with an interest in and involvement with children and young people with disabilities should be encouraged, whether these bodies represent school education, preparation for work, leisure activities, health, (including psychological and paramedical assistance) or the social services.

6. Increasing use should be made of the educational potential of new technology (computer-assisted education, word processing, development and use of educational software, special adaptations, information technology and communication with the aid of computers in the learning environment) to aid communication and the development of language skills.

7. The Council and the Ministers for Education recognize that achieving improved school integration requires a particular effort in education and consider it necessary, in the context of the report called for by July 1992, in Article 8 of the Decision of 18 April 1988 on the Helios Programme, also to report on the measures they have taken and the progress which they have made to:

(i) facilitate the integration of children and young people with disabilities into mainstream education, with particular reference to the following areas:

- the initial and in-service training of teachers in the area of special needs,

-the participation of families and social and community agencies,

-the allocation of available resources for education,

-the most comprehensive possible support for the global needs of the child and adolescent by the implementation of an individual developmental, pedagogical, social and therapeutic plan,

-the creation of new resources,

-the availability of and access to suitable assessment services,

-the introduction of curricular innovations,

-the adaptation of the existing regulations and the organization of the education so as to do away with structural barriers to integration;

(ii)develop the role played by specialized institutions and their teachers in promoting the development of integrated education, for example:

-by utilizing them, where they exist, as centres and resource teams for ongoing training of teachers who need more information on disability and special educational needs,

-by recruiting from them, where appropriate, peripatetic teachers to support children with disabilities in ordinary classes,

-by increasing the cooperation between mainstream schools and specialized institutions in developing special teaching programmes,

-by developing individualized programmes and teaching methods, and where necessary other educational strategies which meet the needs of the children and young people;

(iii)develop active cooperation between the education services and the other services such as health services, social services etc. in preparing, promoting and ensuring continuity and consistency in the integration programme;

(iv)encourage the formulation of comprehensive and coherent policies, with regard especially to the organization of educational provision, the supply and management of resources, the monitoring and evaluation of integration schemes and the dissemination of good practices;

(v)overcome difficulties which curricula in mainstream education may present for children and young people with disabilities by developing individualized learning programmes and by promoting the use of new technology as an additional means of stimulating communication and learning in schools. In the report the most significant projects and plans aimed at reinforcing the policy of integration into mainstream education systems in the Member States should be summarized. This report will be presented to the Education Committee and the Council.

Member States are invited to support the Commission in the preparation of an overall report on the implementation of the Helios programme and on other developments on the integration of children and young persons with disabilities into mainstream education.

8. The Commission, in cooperation with the Education Committee and the working party on the educational integration of children and young people with disabilities, will ensure that all the activities and programmes which it supports in the areas of education, training and youth policy and transition to adult and working life generally endeavour to take account of the special needs of people with disabilities who wish to participate in them.

(1) OJ No C 211, 8. 8. 1987.

(2) OJ No L 140, 23. 4. 1988.