Inclusion and participation of persons with disabilities: The mandate of the Convention on the Rights of Persons with Disabilities and social realities in Germany Presentation at the II International Conference Inclusive education: practice, research, methodology in the Moscow State University of Psychology and Education; Moscow June 2013 Prof. Dr. Erik Weber – Degree Course Integrative Heilpädagogik / Inclusive Education

Studiengang Integrative Heilpädagogik/ Inclusive Education perspective: the inclusive community …a programmatic and strategic term that describes the process of creating conditions that enable (disabled) people to develop their way of life in the usual social institutions in the local communities

medical-curative idea of man separation/hospitalisation/ living in asylums and psychiatric hospitals normalisation self-determination empowerment integration inclusion participation normalisation self-determination empowerment integration inclusion participation special institutions/ de-hospitalisation pedagogical-optimistic idea of man years years 1960 – 1990from 1990 on de-institutionalisation community based support integrated-accepting idea of man custodianship aid/care attendance/assistance extermination In Anlehnung an: Fornefeld, Barbara (2008). Menschen mit Komplexer Behinderung. Selbstverständnis und Aufgaben der Behindertenpädagogik. München: Reinhardt. processes of change in German helping systems UN-CRPD person-centred support

Studiengang Integrative Heilpädagogik/ Inclusive Education concretises the Declaration of Human Rights; a contract about binding international law; in Germany: status a s a national law; will be consulted in justice. ParticipantSignatureRatification Germany30 Mar Feb 2009 Russian Federation24 Sep Sep 2012 Convention on the Rights of Persons with Disabilities (UN-CRPD)

Studiengang Integrative Heilpädagogik/ Inclusive Education Convention on the Rights of Persons with Disabilities Convention on the Rights of Persons with Disabilities duties to protect human rights 1. duty to respect 2. duty to protect 3. duty to fulfill 1. duty to respect 2. duty to protect 3. duty to fulfill

Studiengang Integrative Heilpädagogik/ Inclusive Education Конвенция о правах инвалидов Статья 4 - Общие обязательства 2. Что касается экономических, социальных и культурных прав, то каждое государство-участник обязуется принимать, максимально задействуя имеющиеся у него ресурсы, а в случае необходимости прибегая к международному сотрудничеству, меры к постепенному достижению полной реализации этих прав без ущерба для тех сформулированных в настоящей Конвенции обязательств, которые являются непосредственно применимыми в соответствии с международным правом. 5. Положения настоящей Конвенции распространяются на все части федеративных государств без каких бы то ни было ограничений или изъятий. Orientation: inclusion as a local duty UN-CRPD, article 4 2. With regard to economic, social and cultural rights, each State Party undertakes to take measures to the maximum of its available resources and … with a view to achieving progressively the full realization of these rights. 5. The provisions of the present Convention shall extend to all parts of federal states without any limitations or exceptions.

Studiengang Integrative Heilpädagogik/ Inclusive Education Convention on the Rights of Persons with Disabilities Preamble Recognizing that disability is an evolving concept and that disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others, … The understanding of disability in the UN-CRPD Конвенция о правах инвалидов Преамбула признавая, что инвалидность это эволюционирующее понятие и что инвалидность является результатом взаимодействия, которое происходит между имеющими нарушения здоровья людьми и отношенческими и средовыми барьерами и которое мешает их полному и эффективному участию в жизни общества наравне с другими, …

Studiengang Integrative Heilpädagogik/ Inclusive Education Certainly, all psychological characteristics of the handicapped child have as their basis a social, not a biological core (Vygotskij 1993, 82). origin: VYGOTSKY, Lev Semënovič (1993). The psychology and Pedagogy of Childrens Handicaps. IN: VYGOTSKY; Lev Semënovič, The Fundamentals of Defectology. (Abnormal Psychology and Learning Disabilities) (76-93). New York: Plenum Press....a look into the past: Vygotskij

Studiengang Integrative Heilpädagogik/ Inclusive Education exclusion – integration - inclusion persons without disabilities persons with disabilites integration through individual support providers and institutions, city planning, house building and much more for all exclusion integration inclusion individual problem special need discrimination

Studiengang Integrative Heilpädagogik/ Inclusive Education UN-CRPD (Article 3 - General principles) Статья 3 - Общие принципы … 3. Full and effective participation and inclusion in society; полное и эффективное вовлечение и включение в общество; 4. Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity; уважение особенностей инвалидов и их принятие в качестве компонента людского многообразия и части человечества; … 3. Full and effective participation and inclusion in society; полное и эффективное вовлечение и включение в общество; 4. Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity; уважение особенностей инвалидов и их принятие в качестве компонента людского многообразия и части человечества; …

Studiengang Integrative Heilpädagogik/ Inclusive Education German long-term study: Group-focused enmity - some results [see URL: bielefeld.de/%28en%29/ikg/projekte/GMF/index.htm] German long-term study: Group-focused enmity - some results [see URL: bielefeld.de/%28en%29/ikg/projekte/GMF/index.htm] excursus – the shady side of inclusion: exclusion

Studiengang Integrative Heilpädagogik/ Inclusive Education Whats it about? … The humanity of a society is revealed most clearly not by its talk shows or way the newspapers discuss moral and ethical questions, but in the way it treats its weakest groups. How do people with different social, religious and ethnic backgrounds pursue their different lifestyles in this society? How do they receive recognition? And where they are exposed to hostile mentalities? so-called group-focused enmity

Studiengang Integrative Heilpädagogik/ Inclusive Education elements of the so-called group-focused enmity syndrome Resentment against newcomers Racism Anti- Semitism Anti-Muslim attitudes Sexism Homophobia Prejudice against sisabled people Prejudice against homeless people Prejudice against long-term unemployed Anti-immigrant attitudes syndromes

Studiengang Integrative Heilpädagogik/ Inclusive Education prejudice against disabled people comprises hostile attitudes towards people with physical or mental characteristics that are regarded as deviating from the "norm." It includes the idea that these people get "too much" support. Overall, negativity towards disabled people is stable or slightly falling. In 2010 almost 9 percent regarded many of the demands of disabled people as "excessive"; in 2005 it was 15 percent. 7 percent of respondents in 2010 said that too much is done for disabled people in Germany (2005: 8 percent). 6 percent (2005: 7.5 percent) believe that disabled people receive too many benefits. example of one result of this study: prejudice against disabled people

Studiengang Integrative Heilpädagogik/ Inclusive Education creating inclusive structures facilitating participation...but for all that: inclusion and participation

Studiengang Integrative Heilpädagogik/ Inclusive Education starting-points of planning inclusive structures in the local area (participation planning) the social/local area/space addressability of organisations development of decentralised/local services participation / new/other stakeholders participation / new/other stakeholders access to common services and facilities overcoming barriers

Studiengang Integrative Heilpädagogik/ Inclusive Education example in Germany the local index for Inclusion

Studiengang Integrative Heilpädagogik/ Inclusive Education A defect is strengthened, nourished, and reinforced by its social consequences (Vygotskij 1993, 92). origin: VYGOTSKY, Lev Semënovič (1993). The psychology and Pedagogy of Childrens Handicaps. IN: VYGOTSKY; Lev Semënovič, The Fundamentals of Defectology. (Abnormal Psychology and Learning Disabilities) (76-93). New York: Plenum Press. …again Vygotskij: