Universal Design in Kindergarten and School, - guidelines and universal tools

The Rehabilitation International "Universal Design in Kindergarten and School, - guidelines and universal tools"- side event will take place in person.

To register for the side event, please contact RI Secretary General, Ms. Teuta Rexhepi,  at her email address: Teuta.Rexhepi@riglobal.org

 More detailed information about the event you will find in the attached Concept Note-RI.pdf  

Additional, detailed information regarding the RI Side event including the Agenda and all other required information you will find in the attached RI Side Event Flyer.pdf   

Universal design manifests itself differently in different countries. Regardless of how it is done, the guiding principle is that universal design is an essential tool for achieving equality in society.

What does universal design mean in a kindergarten and school perspective?

In many ways the definition of universal design is all-embracing. According to the definition in the CRPD it deals with products, environments, and services. According to the definition services and programmes must be universally designed.

What does this entail in education?

It may be self-evident that learning materials, whether they are paper books or digital must be available to be used by for example blind or visually impaired pupils. The education must also be universally designed, as a part of the service. We are used to saying that the education must be inclusive and adapted to each pupil’s prerequisites and needs. This is established in the right to individual education. Universally designed education challenges pedagogy and didactics in such a way that communication and preparations are made to make as many as possible of the pupils understand the message.

In this Side event we will present the guidelines and the universal tools. We will speak about the Seven Principles for the Universal Design

In the guidelines we will present practical tools for use by:

1) children with hearing impairment;

2) children with visual impairment;

3) children and youth with a physical disability and children and

 4) youth with hidden, invisible, and cognitive disabilities.

In this side event, we will bring panelists and speakers addressing the needs of children and youth with disabilities.  As well as examples and advice for the kindergarten and schools and other institutions working with Inclusive Education, who needs these guidelines and tools for making their institutions accessible for all children, including children with disabilities.