Dear Comrades,
Let me thank the Programme Director, Cde Dudu the VP and my sister for the opportunity to represent the NEC and and members in this workshop.
It is an honour to address you today on the critical issue of inclusive education for individuals with disabilities. As highlighted by the Executive Board of Education International during the recent Global Disability Summit, inclusive education is not only a fundamental human right but also an essential pillar for the development of prosperous communities and societies.
“Inclusive education is the cornerstone of a society that values every individual, regardless of their abilities.”
Inclusive education is central to achieving Sustainable Development Goal 4, which emphasizes equity and inclusion. This approach is most effectively upheld through a social model of disability, focusing on how societal barriers, rather than individual impairments, prevent full participation. Education International has consistently advocated for policies that address the diverse needs of all educators and learners, including those with disabilities.
“Equity in education is not just a goal; it is a promise we must keep to every child.”
Globally, education unions play a key role in removing barriers, not only through organizing educators – including those with disabilities – but also by promoting inclusive policies that are both relevant and effective. This is crucial in a time of a global teacher shortage and funding cuts that worsen the provision of inclusive education and programs that support children with disabilities and their families.
“Inclusion is not a privilege; it is a right that must be fiercely protected and promoted.”
Teachers with disabilities encounter barriers, especially those from marginalized populations, to access accessible workplaces, decent working conditions, and training. Yet, they are vital role models and leaders in advancing inclusive practices. Similarly, the provision of inclusive education is at risk when specialized teachers and education support personnel, who play a key role in removing barriers for students with disabilities, are unavailable or do not receive adequate and quality training.
“Teachers with disabilities are the torchbearers of inclusive education, illuminating the path for all.”
We must also recognize the alarming attacks on vital programs that support students with disabilities, such as those seen in the United States. These regressive policies risk reversing progress and have significant global consequences for the development of inclusive education and societies more broadly. Education International remains steadfast in its commitment to opposing such policies and reaffirming our global commitment to human rights, equity, and inclusion.
“Every setback in inclusive education is a step back for humanity; we must stand united against regression.”
Every student has the right to be supported by education support personnel and taught by teachers that are qualified, trained, and well-supported. Every student has the right to learn in an environment that respects their dignity and potential.
“A child’s potential is limitless when nurtured in an environment of respect and support.”
Consider these statistics: There are between 93 and 150 million children living with a disability globally. In low- and middle-income countries, as many as 33 million children with disabilities are out of school. Furthermore, children with disabilities are less likely to complete primary, secondary, and further education compared to their peers without disabilities. These figures highlight the urgent need for inclusive education policies and practices.
We must also address anti-discrimination in workplaces. Discrimination against individuals with disabilities in the workplace is a significant barrier to achieving true inclusivity.
“A workplace free from discrimination is a workplace where everyone can thrive.” The South African Democratic Teachers Union (SADTU) must work tirelessly to create conditions that support and empower educators with disabilities. This includes advocating for accessible workplaces, decent working conditions, and comprehensive training programs.
“SADTU’s commitment to inclusivity in the workplace is a commitment to a brighter future for all educators and learners.”
In conclusion, let us reaffirm our commitment to inclusive education. Let us work together to remove barriers and ensure that every child, regardless of their abilities, has access to quality education. Some of these barriers are sexual assault on the learners, violence against workers and students in the workplaces. No one is entitled to bully girl child or female teachers. We must stop SBGV and barriers where women are ignored when it comes to leadership in workplaces and the union. By doing so, we can build just and equitable societies where everyone has the opportunity to thrive.
“Together, we can transform education into a beacon of hope and equality for all.”
Thank you.