document stringclasses 44
values | text_en stringlengths 3 4.06k | label stringclasses 2
values | think stringclasses 1
value |
|---|---|---|---|
ICPE-23-1960_RES1-FR | Considering the principles already set forth by the International Conference on Public Instruction regarding the organization of special education in its Recommendation No. 7 adopted on July 14, 1936, during its fifth session, | preambular | |
ICPE-23-1960_RES1-FR | Considering that the right to education, proclaimed by the Universal Declaration of Human Rights, applies to all individuals who are capable of benefiting from it, including those with lesser abilities, | preambular | |
ICPE-23-1960_RES1-FR | Considering that the idea of compulsory education for all is universally accepted and is already implemented in many countries, | preambular | |
ICPE-23-1960_RES1-FR | Considering the economic, social, and cultural handicap represented for a people by the existence within it of a group of mentally disabled individuals, many of whom could have become useful members if they had been properly educated, | preambular | |
ICPE-23-1960_RES1-FR | Considering that it is appropriate to make use of any particular ability demonstrated by a mentally disabled child, with a view to facilitating their education, | preambular | |
ICPE-23-1960_RES1-FR | Whereas, thanks to advances made in medicine, child psychology, and remedial pedagogy, there are means to identify children suffering from mental deficiency and to undertake their education using methods based on the differentiation and individualization of teaching, | preambular | |
ICPE-23-1960_RES1-FR | Considering that the application of differentiated educational methods should not lead to the complete isolation from the community of children who need to remain in contact with normal life in order to be able to integrate into it thereafter, and that a trained teacher can take advantage of this situation to cultivate... | preambular | |
ICPE-23-1960_RES1-FR | Considering that, in each country, the issue of expanding special education for mentally disabled children is always linked to the level of advancement in the schooling of regular students and that, in organizing this special education, it is necessary to take into account the differences that may exist between large u... | preambular | |
ICPE-23-1960_RES1-FR | Considering that special education issues must have an increasingly important place in cultural cooperation between nations and in technical assistance programs, especially since these issues, despite their urgency, have not yet been systematically addressed in certain countries, | preambular | |
ICPE-23-1960_RES1-FR | Considering that, despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of organizing special education for the mentally retarded, | preambular | |
ICPE-23-1960_RES1-FR | Submits to the Ministries of Public Instruction of the various countries the following recommendation: | operative | |
ICPE-23-1960_RES1-FR | 1. It is important that, wherever circumstances permit, the screening of mentally deficient children be carried out from the beginning of schooling and, if possible, from the preschool period. | operative | |
ICPE-23-1960_RES1-FR | 2. To this end, it is essential that the techniques of psychological observation and measurement, on the one hand, and the diagnostic tools available to various specialists, on the other hand, be refined so as to ensure a screening process that is as objective as possible, thereby avoiding, among other things, confusio... | operative | |
ICPE-23-1960_RES1-FR | 3. It is also appropriate to take into account the behavior of children suspected of mental retardation within the family, social, and school environments. | operative | |
ICPE-23-1960_RES1-FR | 4. The decision to remove a child from regular education and the choice of the class or school to which the child will be assigned fall under the responsibility of the educational authorities, preferably with the consent of the family; it would be advisable for a period of observation to precede any decision. | operative | |
ICPE-23-1960_RES1-FR | 5. All children with intellectual disabilities who are deemed educable have the right to education on the same basis as other children; it follows that the educational authorities have the imperative duty to provide them with an education appropriate to their needs. | operative | |
ICPE-23-1960_RES1-FR | 6. The principle of compulsory schooling can only be invoked in relation to the mentally retarded child insofar as the school authorities are able to provide appropriate education; it is even highly desirable that this education extends beyond the legal limit of compulsory schooling. | operative | |
ICPE-23-1960_RES1-FR | 7. The principle of free education, being a corollary of compulsory schooling, should apply to mentally retarded children, even if special education requires a particular financial effort. | operative | |
ICPE-23-1960_RES1-FR | 8. When mentally handicapped children are required to attend a boarding school, funds should be allocated to assist parents whose financial means do not allow them to pay the boarding and transportation fees, whether the institution is public or private. | operative | |
ICPE-23-1960_RES1-FR | 9. In countries where the significance of special education justifies it, a specialized public education service should be entrusted with contributing to the development of education intended for all categories of maladapted children, notably by coordinating the efforts carried out in this field. | operative | |
ICPE-23-1960_RES1-FR | 10. With regard to mentally retarded individuals, the special education service should undertake, by its own means or with the assistance of documentation centers or educational research institutes: a) the establishment of precise definitions concerning the various categories of mentally retarded individuals; b) the de... | operative | |
ICPE-23-1960_RES1-FR | 11. The special education service should ensure the supervision of public and private institutions within its jurisdiction; as soon as the number of these establishments justifies it, supervision should be entrusted to specialized inspectors or advisors, capable of guiding teachers and contributing to the development o... | operative | |
ICPE-23-1960_RES1-FR | 12. Where there are no special education inspectors, ordinary inspectors, particularly those responsible for schools located in small communities and rural areas, should take an interest in the treatment of isolated cases of mental deficiency and encourage teachers, educational authorities, and social protection organi... | operative | |
ICPE-23-1960_RES1-FR | 13. The education of the mentally deficient appears to be an area where collaboration between private initiative and educational authorities can prove particularly effective; for this reason, wherever possible, efforts by private associations—which have often been at the forefront of the education and protection of the... | operative | |
ICPE-23-1960_RES1-FR | 14. Given the variety of forms of mental deficiency and the particular circumstances of each case, it is important to provide various types of classes and institutions allowing for differentiated instruction. | operative | |
ICPE-23-1960_RES1-FR | 15. As far as possible, mentally disabled individuals should not be completely separated from their environment, particularly from more gifted children, without, however, placing them in competition with such children in activities where they would be at a disadvantage; for this reason, it is desirable to establish spe... | operative | |
ICPE-23-1960_RES1-FR | 16. For more severely mentally disabled individuals, special schools, with or without boarding facilities, appear to be more appropriate; boarding is especially necessary when the parents’ home is far from any specialized day school, when the family environment is inadequate, or when the mental disability is accompanie... | operative | |
ICPE-23-1960_RES1-FR | 17. In large towns of countries that have the necessary resources and have resolved the issues arising from the generalization of compulsory schooling at the primary level, it is appropriate to consider the gradual establishment of classes and schools of the type mentioned above. | operative | |
ICPE-23-1960_RES1-FR | 18. In small localities and in sparsely populated regions where it is not possible to open a special class or school, one of the following solutions may be considered: a) individualized teaching within regular classes; b) attendance at a special class or school in a neighboring locality, provided that transportation me... | operative | |
ICPE-23-1960_RES1-FR | 19. In countries that do not yet have the means to systematically organize education for mentally retarded children, and even in countries where compulsory schooling is not yet fully enforced, at least pilot projects should be planned to enable the schooling of a certain number of mentally retarded children and to serv... | operative | |
ICPE-23-1960_RES1-FR | 20. The education of mentally deficient individuals, more than any other, must be functional and concrete; therefore, it is appropriate to use methods that stimulate mental functions through activities engaging practical intelligence and enabling the acquisition of basic concepts. | operative | |
ICPE-23-1960_RES1-FR | 21. Teaching must be highly individualized to adapt to the aptitudes, needs, and learning pace specific to each child; furthermore, it must include group activities, whether work or play, to develop their social sense. | operative | |
ICPE-23-1960_RES1-FR | 22. For all these reasons, it is important not to assign more than about fifteen students to a single teacher, insofar as this is possible. | operative | |
ICPE-23-1960_RES1-FR | 23. One should not fear the use of review and repetition exercises that help consolidate the acquisition of basic skills and knowledge within the grasp of mentally deficient children, while also giving sufficient attention to character education and the formation of socially and morally acceptable habits and attitudes,... | operative | |
ICPE-23-1960_RES1-FR | 24. It is important to emphasize the value of speech therapy as a means of rehabilitation for mentally deficient children. | operative | |
ICPE-23-1960_RES1-FR | 25. Play, physical and rhythmic education, choral singing and music, drawing and the visual arts must be an integral part of the education of mentally deficient children; these are means of expression that will help them to discipline themselves and to develop their personality harmoniously. | operative | |
ICPE-23-1960_RES1-FR | 26. Manual work will occupy, from the outset, an essential place in the education of mentally retarded children and may subsequently serve as a foundation for genuine vocational training. | operative | |
ICPE-23-1960_RES1-FR | 27. Collaboration between the school and the family is particularly necessary in the education of mentally disabled individuals; continuous efforts must be made by the teacher and, where appropriate, by the social worker to help parents or guardians understand the specific needs of their mentally disabled child; their ... | operative | |
ICPE-23-1960_RES1-FR | 28. If the special school cannot provide genuine vocational training, it would be useful to organize supplementary professional courses and apprenticeship workshops for mentally handicapped individuals, with apprenticeship periods of sufficiently long duration. | operative | |
ICPE-23-1960_RES1-FR | 29. It is important to increase activities specifically designed to facilitate adaptation to daily life and integration into the workforce; in some countries, it may be useful to adopt the "school-work" system, which allows part-time employment under the supervision of the school. | operative | |
ICPE-23-1960_RES1-FR | 30. Efforts must be made to assist young mentally handicapped individuals in finding suitable employment, so that all educational efforts are not interrupted after school and, through their wages, these adolescents do not become a burden on society; vocational guidance and placement services should conduct a systematic... | operative | |
ICPE-23-1960_RES1-FR | 31. Post-school support for the mentally deficient is essential; the services intended to provide such support should be developed both officially and privately; they must maintain contact with mentally deficient youths and their families, take an interest in their well-being, and ensure they receive the social protect... | operative | |
ICPE-23-1960_RES1-FR | Special education demands from both teachers and educators qualities of dedication, patience, and tact, without which even the most comprehensive specialized training could not yield its full benefits. | preambular | |
ICPE-23-1960_RES1-FR | 33. The education of mentally handicapped individuals presenting particular pedagogical and psychological challenges requires the provision of specialization courses of sufficient duration for teachers who intend to work in this field, in order to complete their general pedagogical training; it would be desirable for p... | operative | |
ICPE-23-1960_RES1-FR | 34. Educators who are responsible for caring for children outside of class hours, particularly in boarding schools, play an essential role from a pedagogical standpoint; specialized training should also be provided for them, as is already practiced in several countries. | operative | |
ICPE-23-1960_RES1-FR | 35. The salaries of teachers and educators working in special education should appropriately reflect the difficulties inherent in their tasks as well as the additional training they may have received. | operative | |
ICPE-23-1960_RES1-FR | 36. Given that the relationship between mainstream education and special education must remain very close and that a large number of regular teachers are likely to have children in their classes who face learning difficulties, it is of utmost importance that mainstream teachers and inspectors receive precise informatio... | operative | |
ICPE-23-1960_RES1-FR | 37. It would be desirable for special education inspectors to be recruited, as far as possible, from among the teachers of this type of education. | operative | |
ICPE-23-1960_RES1-FR | Countries lacking financial resources and qualified personnel to ensure the organization or development of special education should receive technical assistance, which could take the form of scholarships and research grants, material aid, the dispatch of experts, and so forth. | operative | |
ICPE-23-1960_RES1-FR | 39. It is essential that UNESCO, acting in collaboration with relevant organizations and specialists interested in the matter, promptly establish a basic classification of the main categories of children with special needs. | operative | |
ICPE-23-1960_RES1-FR | 40. It would be desirable for UNESCO to participate in the establishment of an international body or to coordinate the work of existing international organizations with the aim of assisting special education services in all countries by providing documentation on achievements made in research, screening, observation, t... | operative | |
ICPE-23-1960_RES1-FR | 41. It would also be desirable for UNESCO, in collaboration with the International Bureau of Education and other interested international organizations, to assist countries in similar circumstances to compare their experiences in the field of special education. | operative | |
ICPE-24-1961_RES1-FR | The International Conference on Public Education, convened in Geneva by the United Nations Educational, Scientific and Cultural Organization and the International Bureau of Education, and having met there on July 3, 1961, in its twenty-fourth session, adopts on July 13, 1961, the following recommendation: The Conferenc... | preambular | |
ICPE-24-1961_RES1-FR | Considering Recommendation No. 47 to the Ministries of Public Instruction concerning the possibilities of access to education in rural areas, adopted on July 16, 1958, by the International Conference on Public Instruction convened in its twenty-first session, | preambular | |
ICPE-24-1961_RES1-FR | Considering Article 26 of the Universal Declaration of Human Rights which proclaims that free and compulsory primary education shall be provided to all, | preambular | |
ICPE-24-1961_RES1-FR | Considering that it is important to overcome difficulties of all kinds so that children in small communities can access education under conditions equivalent to those afforded to their peers in larger localities, without being separated from their families, | preambular | |
ICPE-24-1961_RES1-FR | Considering that, in many countries, the establishment of single-teacher schools has facilitated the widespread implementation of compulsory education, | preambular | |
ICPE-24-1961_RES1-FR | Considering that, despite changes occurring in certain countries in the living conditions of small communities and the reduction in the number of single-teacher schools resulting from this evolution, millions of children still attend single-teacher primary schools, | preambular | |
ICPE-24-1961_RES1-FR | Considering that, in order to be able to ensure for its students the possible transition to another primary school and access to post-primary education, the single-teacher school must be "complete," that is to say, have as many years of study as the standard primary school, | preambular | |
ICPE-24-1961_RES1-FR | Considering that it is urgent to transform incomplete single-teacher schools into complete single-teacher schools, | preambular | |
ICPE-24-1961_RES1-FR | Whereas the single-teacher full primary school is expected to continue to provide significant services, especially in countries that are currently concerned with organizing their own system of compulsory primary education, while the communication and transportation means available to them in certain regions remain insu... | preambular | |
ICPE-24-1961_RES1-FR | Considering that little importance has generally been given thus far to the study of the various issues involved in the proper functioning of single-teacher primary schools, | preambular | |
ICPE-24-1961_RES1-FR | Considering that, despite similar aspirations, countries with very different circumstances must provide diverse solutions to the problem of organizing single-teacher primary schools, | preambular | |
ICPE-24-1961_RES1-FR | Submits to the Ministries of Public Education of the different countries the following recommendation: | operative | |
ICPE-24-1961_RES1-FR | 1. Regardless of whether a child’s place of origin and residence is urban or rural, every child attending a primary school—whether it is a multi-teacher school or a single-teacher school—must receive the minimum instruction necessary both to pursue studies beyond the primary level and to benefit from supplementary trai... | operative | |
ICPE-24-1961_RES1-FR | 2. When developing plans for the expansion of primary education or the generalization of compulsory schooling, special attention should be given to the contribution that the system of single-teacher comprehensive schools can make to the realization of these plans. | operative | |
ICPE-24-1961_RES1-FR | 3. Where the single-teacher primary school is "incomplete," in the sense that the number of years of study is less than that required for other primary schools, it is important to provide its pupils with other means, taking local conditions into account, to complete their education without difficulty. | operative | |
ICPE-24-1961_RES1-FR | 4. Where it is still believed that a single-teacher school can only provide part of primary education, a vigorous effort must be made to convince educational authorities and teachers: a) that illiteracy has practically disappeared in countries where a system of single-teacher full schools has enabled universal schoolin... | operative | |
ICPE-24-1961_RES1-FR | 5. In developing countries and in underdeveloped regions of other countries where it is necessary to organize single-teacher schools, these should serve not only for the instruction of children but also for adult education and the implementation of economic and social development plans. | operative | |
ICPE-24-1961_RES1-FR | It is desirable that the existing incomplete single-teacher schools, as well as those that may be established, be transformed as soon as possible and according to pre-established plans into complete single-teacher schools, or even into schools with two or more teachers if circumstances require. | operative | |
ICPE-24-1961_RES1-FR | 7. Complete schools in which two or three years of study are grouped under the direction of each teacher can facilitate the transition to the standard primary school model. | operative | |
ICPE-24-1961_RES1-FR | 8. If single-teacher incomplete schools were to persist for local reasons, it is important to enable their students to complete their primary education in a regional school. | operative | |
ICPE-24-1961_RES1-FR | 9. In countries where, as a result of demographic changes or in an effort to rationalize the school network, there is a tendency to eliminate single-teacher primary schools, it would be advisable that before proceeding with the proposed consolidations, the wishes of the affected populations—particularly parents who wis... | operative | |
ICPE-24-1961_RES1-FR | 10. In countries where the demographic situation and the way of life of small communities are evolving rapidly, it would be appropriate to periodically review the provisions governing single-teacher schools in order to adapt them to new circumstances. | operative | |
ICPE-24-1961_RES1-FR | 11. Although the conditions required for the opening of a single-teacher school vary considerably from country to country (population size, excessively long distances to another school, etc.), authorities should be guided by two essential principles: a) not to delay the opening of a school in a locality until the schoo... | operative | |
ICPE-24-1961_RES1-FR | Every effort should be made to break the isolation of the single-teacher school both in terms of the teacher (special attention from inspectors, educational advisors, classroom materials, study groups, sustained relationships with larger schools, etc.) and in terms of the pupils (visits from school doctors, interschool... | operative | |
ICPE-24-1961_RES1-FR | It is highly desirable that the services of a mobile library be extended as widely as possible to single-teacher schools, in order to meet the needs of both the teacher and the community as well as those of the pupils; furthermore, the schools concerned should receive the necessary assistance to acquire for themselves ... | operative | |
ICPE-24-1961_RES1-FR | 14. It would be appropriate to establish, within the higher administration of primary education, an advisory body which, in collaboration with other ministries or departments and representatives of the teachers concerned, would be responsible for examining, from multiple perspectives, the issues related to the function... | operative | |
ICPE-24-1961_RES1-FR | 15. Such a consultative and study body should have the following functions in particular: a) to conduct an impartial and objective review of the advantages and disadvantages presented by the single-teacher school; b) to examine by what means, when the existence of these schools proves necessary, their drawbacks can be ... | operative | |
ICPE-24-1961_RES1-FR | 16. The head of a single-teacher school having to care for students of very different ages corresponding to several years of study, the number of pupils in such a school should not exceed the number normally entrusted to each teacher in a multi-teacher primary school; it should even be lower. | operative | |
ICPE-24-1961_RES1-FR | 17. When the teacher of a single-teacher school is unable to simultaneously attend to all the students, it is important to form groups that are as homogeneous as possible, taking into account the age, abilities, and knowledge of the children. | operative | |
ICPE-24-1961_RES1-FR | 18. Although the role of the pupil-monitor has diminished in importance within formal teaching, both the teacher and the children can still benefit from the direct assistance of the more advanced pupils, assistance which, in addition to its motivating effect, facilitates the overall organization of the class, the repet... | operative | |
ICPE-24-1961_RES1-FR | 19. In a single-teacher primary school, the content of the curricula and programs, as well as the number of years of schooling, should not be less than those of a multi-teacher primary school, so that students from both types of schools have the same opportunities to access post-primary level studies. | operative | |
ICPE-24-1961_RES1-FR | 20. Given that the single-teacher school differs from the multiple-teacher school not in the demands of the curricula but in the internal organization of schoolwork, particular emphasis should be placed, in the instructions and guidelines intended for single-teacher schools, on the fact that these schools are much more... | operative | |
ICPE-24-1961_RES1-FR | 21. The development of teaching guides intended for the staff of single-teacher schools is fully justified; furthermore, it is appropriate to encourage educational journals to make suggestions directly relevant to the teachers of single-teacher schools. | operative | |
ICPE-24-1961_RES1-FR | 22. Although it is practically difficult to develop special textbooks for single-teacher schools, it is nevertheless important to provide these schools with audio-visual aids, collections of graded exercises, individual work sheets, and any other teaching materials adapted to simultaneous instruction. | operative | |
ICPE-24-1961_RES1-FR | 23. The single-teacher school building must be designed according to the specific needs of this type of school; in order to facilitate the simultaneous activities of different groups, it is appropriate to provide work areas or additional rooms arranged in such a way that the teacher can continuously supervise all of th... | operative | |
ICPE-24-1961_RES1-FR | 24. Educational authorities must address the special requirements related to furniture and equipment specific to single-teacher schools (desks, tables, and chairs adapted to children of different ages, a greater number of blackboards needed by the teacher, etc.). | operative | |
ICPE-24-1961_RES1-FR | 25. Issues concerning the single-teacher school should be the subject of pedagogical research, with corresponding experimental studies aimed at advancing the knowledge of learning techniques in general. | operative | |
ICPE-24-1961_RES1-FR | 26. Regardless of the type of institution in which the teachers who will later be entrusted with a single-teacher school are trained, the duration and level of their studies should be the same as those of their colleagues assigned to work in a multi-teacher school; in this way, no legal obstacle could prevent the trans... | operative | |
ICPE-24-1961_RES1-FR | 27. The study of the issues arising in a single-teacher school can be useful to all teachers who will work in a primary school, and it should be included, as far as possible, in the curriculum for the training of primary school teachers. | operative | |
ICPE-24-1961_RES1-FR | 28. What is as important as theoretical knowledge about the organization of education in a single-teacher school is the opportunity for the student-teacher to practice teaching in such a school; such experience will be of great value for all future primary school teachers. | operative | |
ICPE-24-1961_RES1-FR | 29. The establishment of pilot single-teacher schools adapted to different regions may prove useful for certain countries; it would be advantageous for these schools to be attached to a teacher training institution, so that they can serve both as model schools for student teachers and as professional development center... | operative | |
ICPE-24-1961_RES1-FR | 30. Given their isolation, the professional development of teachers in single-teacher schools is even more necessary than that of their colleagues in multi-teacher schools; they should be given the opportunity to attend vacation courses, correspondence courses, radio courses, local pedagogical conferences, and to benef... | operative | |
ICPE-24-1961_RES1-FR | 31. In countries where holders of single-teacher schools have received training at a level lower than that of other primary school teachers, efforts undertaken for their professional development must also aim to place them on an equal footing with their colleagues, in order to eliminate disparities that may exist in co... | operative | |
ICPE-24-1961_RES1-FR | 32. Given the difficulties of their task and the additional responsibilities they bear, the working conditions of single-teacher school holders should be improved to the greatest extent possible; they should receive reasonable assistance regarding housing, medical services, and reimbursement of necessary travel expense... | operative | |
ICPE-24-1961_RES1-FR | 33. It is highly desirable that specialists or female teachers with extensive experience in the organization of single-teacher comprehensive schools be invited to assist countries where this system, still imperfectly known, could help address the challenge of universalizing compulsory education. | operative | |
ICPE-24-1961_RES1-FR | 34. Scholarship programs should provide opportunities for educators wishing to go abroad to study the single-teacher comprehensive school system or to improve their skills in its implementation. | operative | |
ICPE-24-1961_RES1-FR | 35. UNESCO, the International Bureau of Education, and regional educational organizations, as well as teachers' associations, should promote and encourage the exchange of documents of all kinds (official texts, reports, monographic studies, films, manuals, etc.) and the organization of professional meetings and study w... | operative | |
ICPE-24-1961_RES1-FR | 36. It is important that the text of this recommendation be widely disseminated by the ministries of public education, the educational authorities of the most directly concerned level of schooling, international or national teachers’ associations, and so forth; the educational press, whether official or private, must p... | operative |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.