INCLUSION INTERNATIONAL Perspective of Boys, Girls and Adolescents on Discrimination and Barriers to Inclusive Education CATALYST FOR INCLUSIVE EDUCATION ASDOWN COLOMBIA FUNDACIÓN SARAKI PARAGUAY SOCIEDAD PERUANA DE SÍNDROME DE DOWN Qualitative multi-country study on the barriers that prevent access to inclusive education in Latin America and the Caribbean (LAC) from the perspective of boys, girls and adolescents with and without disabilities and their families. OUR OPINION MATTERS Perspective of boys, girls and adolescents on 2021 discrimination and barriers to Inclusive Education UNICEF ASDOWN Colombia Vincenzo Placco Mónica Cortés, Director Mi Ri Seo Consuelo Pachón Freddy Ortega Inclusion International Astrid Eliana Cáceres Brenda Hernández Connie Laurin-Bowie, Executive Director Sue Swenson, President Fundación Saraki (Paraguay) Inclusion International Catalyst María José Cabezudo, Executive Director for Inclusive Education Diana Elizeche Montserrat Ortiz Diane Richler, Chair Sociedad Peruana de Síndrome de Global Team Down (SPSD) (Peru) Paula Frederica Hunt Inés Elvira B. de Escallón Daniela Gamboa Zapatel Katherine Britto Gonzales Yanella Patricia Tello Ponce Regional Team Carmen Albines Indiana María Fonseca María Covadonga Fentanes Expert Team Gordon Porter “The content of this document includes opinions of Inclusion International and does not necessarily reflect UNICEF policies or points of view”. 1 OUR OPINION MATTERS Perspective of boys, girls and adolescents on 2021 discrimination and barriers to Inclusive Education TABLE OF CONTENTS Glossary .................................................................................................................................................... 6 List of Initialisms and Acronyms used .................................................................................................. 9 Executive Summary .............................................................................................................................. 11 Recommendations and Conclusion ...................................................................................... 15 Looking Towards the Future ................................................................................................. 16 Introduction – Purpose of the Study ................................................................................................... 18 Chapter 1. Reference Framework, Background, and Contexts in the Region .............................. 20 What does the right to education and inclusive education mean? ............................................. 20 The right to education ........................................................................................................... 20 How is Inclusive Education defined and what does it imply? ............................................. 25 Why is it important for people with disabilities?21 ............................................................ 31 What does the legislation say? .............................................................................................. 32 Debates and Studies in the Region ................................................................................................. 34 Report of the Regional Network for Inclusive Education in Latin America - RREI 40 .................................................................. 35 Public Consultation – Disability Rights Unit - IACHR ........................................................ 36 International Organizations: an example Inter - American Development Bank ................................................................................... 38 Indicators, Barriers, and Progress towards Inclusive Education ................................................. 40 Situation and barriers to Inclusive Education in the Peruvian Education System ........................................................................................ 41 Situation and Barriers to Inclusive Education in the Colombian Education System. ................................................................................... 46 Situation and Barriers against Inclusive Education in the Paraguayan Education System. .................................................................................. 54 Chapter 2. A look at inclusive education from the perspective of boys, girls and adolescents with and without disabilities and their families (Methodology of the Study) ........... 61 STAGE I Partners and development of Partnerships ................................................................... 65 STAGE II Strengthening of Partners .............................................................................................. 65 STAGE III Design of the Consultation Framework ...................................................................... 68 STAGE IV Protocol Design and Consultation Strategies. ........................................................... 68 STAGE V Implementation of Consultations through Focus Groups .......................................... 69 STAGE VI Delivery of FGD Results by Partners and Testimonies ............................................. 73 STAGE VII Processing and Analysis of the Information - Identification of Obstacles from the Perspective of the Actors ................................................................................................ 74 2 OUR OPINION MATTERS Perspective of boys, girls and adolescents on 2021 discrimination and barriers to Inclusive Education TABLE OF CONTENTS STAGE VIII Process Evaluation ....................................................................................................... 74 Recommendations and Conclusions ...................................................................................... 74 Forward-looking projections .................................................................................................. 75 STAGE IX Preparation of the Final Report ................................................................................... 75 Chapter 3. Barriers to Inclusive Education in Latin America from the perspective of boys, girls and adolescents with and without disabilities and their families .................................................... 76 Accessibility Barriers ....................................................................................................................... 78 Exclusion from School ............................................................................................................. 79 Barriers to Admission ............................................................................................................. 81 Conditions related to Access ................................................................................................. 83 Physical Barriers and Barriers to Movement ....................................................................... 83 Financial Barriers and Costs of Education (Public Schools vs. Private Schools) .............. 85 Barriers to Information and Procedures ............................................................................... 86 Health System Barriers and Barriers to Diagnoses ............................................................. 87 Attitudinal Barriers ................................................................................................................. 88 Barriers to participation .................................................................................................................. 90 Belonging ................................................................................................................................... 91 Presence .................................................................................................................................... 91 Self-Esteem ............................................................................................................................... 91 Barriers to Staying in School ........................................................................................................... 92 Grade Repetition ...................................................................................................................... 92 Extra-age/Over-age .................................................................................................................. 93 Leveling ...................................................................................................................................... 93 Early termination ...................................................................................................................... 93 Integration vs. Inclusion ........................................................................................................... 94 Supports ..................................................................................................................................... 95 Barriers to Progress/Learning ......................................................................................................... 96 Teacher training ....................................................................................................................... 97 Teacher practices ..................................................................................................................... 98 Promotions ................................................................................................................................. 99 Low Expectations ...................................................................................................................