30 years VSLCH symposium - Welcome to Leadea Lines
Extreme After-Lunch Speaker Club: With Saphir Ben Dakon on the inclusive education system
To describe Saphir Ben Dakon as charismatic is almost an understatement: The inclusion and communication expert demonstrated with a power presence on deck that the ship of inclusion/integration cannot have capsized: It hasn't even really left the harbor yet!
Inclusive education is a fundamental right in the UN Convention on the Rights of Persons with Disabilities: there is no inclusion in segregated structures. There is a lifelong right to learning. With a smile, she sometimes wished "that opponents of inclusive education would make use of this right and change their perspective ..."
Much of the current education system creates barriers for everyone, not just for people with disabilities. It is time to remove these. Often they are neither challenged nor supported, but simply administered. This makes the commitment of all education professionals who are actively working to reduce educational discrimination in schools on a daily basis all the more valuable: a big thank you for this.
Source: Text from the Swiss Association of School Leaders.
The speech can be found in the blog post.
Speech by Saphir Ben Dakon from memory
Yes, you encourage me to stand on mountains. You encourage me to walk on stormy seas. I am strong when I am on your shoulders. You build me up to more than I can ever be.
The song by Brendan Graham that we have just heard is interpreted in different ways. Some say it reflects man's hope in God, others think it is about the relationship between two people.
The term inclusive school does not allow for such a wide range of interpretation. The UN Convention on the Rights of Persons with Disabilities is quite clear on this. Inclusion never takes place in segregative structures.
Or to put it more simply: the education system is there for everyone. At least that's what Article 24 says. Article 24 guarantees people with disabilities the right to lifelong learning. A right that all too often seems to be taken for granted by people who oppose inclusive education. I hope they make use of their right in the future and change their perspective.
I, this is Saphir Ben Dakon, am 1.50 meters tall, have medium-length brown hair, brown eyes and eye-catching golden glasses with red rims. And I was once one of those children who are now so often labeled as difficult in public discourse.
Today, I describe myself as an inclusion and communication expert. I would therefore like to discuss the term "difficult" with you from the perspective of inclusion.
I find it difficult that many people think the inclusive education system is a sinking ship, even though it hasn't even really left the harbor yet. If that is the case, hasn't it already been designed incorrectly?
What I find difficult is that many resources continue to flow into segregative structures, even though practical findings show that inclusive structures have a lasting impact over a lifetime.
I find it difficult that education degenerates into a privilege, or even a product, that you can only use if you meet certain requirements. No, even worse, if the desired educational success generates value.
An equation that always works out to the disadvantage of people with disabilities. Because people without disabilities determine what and, above all, who has value. Result: Inclusive education is worthless and this is supposed to be a value-free statement?
Yes, it is simply difficult and the system is overwhelmed. The acceptance of non-disabled people is dwindling and this must be prevented at all costs. What an ableist system, no wonder it is overwhelmed.
Ableism: Discrimination against people with disabilities is systemic. It is conveyed through language, images and actions. Ableism is reproduced and cemented in the structures of our society and its institutions. It is a closed system that no one can escape. It's time we broke it open.
I find it difficult that we are looking for people to blame for the man-made excessive demands in the system. Disability is not a question of guilt for which we have to take responsibility. Neither at birth nor when they start school.
What I find difficult is that the children are blamed for the challenges instead of taking responsibility for their educational success. And don't worry, I am in no way criticizing the professionals who do everything in their power and are constantly hindered by the system.
What I find difficult is that we are not talking about adjustments that enable access to this non-barrier-free environment. No, access needs such as the visual self-description I used at the beginning are often laughed at.
The only thing that's not funny, and I think opponents and supporters agree on this, is the paternalistic guidance that was supposed to protect me from being overwhelmed and the other children from me, which I can't even smile about afterwards.
I can assure you that in such a system, there is neither challenge nor encouragement, only administration. But educational paths are characterized by ups and downs, new insights and the discovery of one's own talents. It is quite possible to fail from time to time.
That's why I always say that the right to fail should be added to the UN CRPD. But it seems to me throughout my life that people with disabilities are not allowed to do this because it makes work more difficult for others.
I find it very interesting that in certain circles there seems to be no problem with prematurely declaring inclusive education a failure. I say we here in this room, who believe in the value of education, should by no means let these voices take the wheel.
It is time that we together, the entire crew on this ship school, consistently demand the implementation of the vision of a school for all at all necessary points and contribute to this in our daily work.
