It views disability in relation to the system/environment distinction, emphasizing that individuals with disabilities are parts of the environment rather than belonging to a system.
To provide free quality education without discrimination and to support their development into self-reliant individuals.
It emphasizes the implementation of programs designed to address the diverse needs of learners, including those with disabilities.
Constructivism focuses on creating cognitive tools that reflect cultural wisdom and emphasizes the social dimension of learning through interaction.
It recognized the necessity of providing education for children with special educational needs within the regular education system, affirming that every child has a fundamental right to education.
The integration or mainstreaming of learners with special needs into the regular school system and community.
The theme was 'full participation and equality', focusing on the rights and opportunities for disabled persons.
It mandates the establishment of a complete and integrated system of special education for learners with disabilities.
It emphasizes making knowledge meaningful and organizing information, focusing on mental processes such as memory and reflection.
The child is entitled to receive education that is free and compulsory at least in the elementary stages, promoting general culture and enabling development of abilities and social responsibility.
It aimed to provide basic education to all children, youth, and adults, particularly targeting specific groups such as the rural poor, urban slums, cultural minorities, the disabled, and the educationally disadvantaged.
It reaffirms the vision set out in the World Declaration on Education for All, committing to meet the basic learning needs of every child, youth, and adult.
It suggests that genetic and physiological changes contribute to the development of the body and abilities, occurring automatically without learning.
It attributes development and learning to environmental influences, emphasizing the role of rewards and punishments in shaping behavior.
To promote the human rights of disabled persons in a region with a large number of disabled individuals.
It focuses on how culture is transmitted through tools like language and social interaction, emphasizing the role of social interactions in cognitive development.
It mandates that students with disabilities should be educated with their nondisabled peers to the maximum extent appropriate.
