Abstract
The practice of "mainstreaming" children with disabilities should be an integral part of national plans for achieving education for all. Even in those exceptional cases where children are placed in special schools, their education need not be entirely segregated. Part-time attendance at regular schools should be encouraged. Necessary provision should also be made for ensuring inclusion of youth and adults with special needs in secondary and higher education as well as in training programmes. Special attention should be given to ensuring quality of access and opportunity for girls and women with disabilities. Special attention should be paid to the needs of children and youth with severe or multiple disabilities. They have the same rights as others in the community to the achievement of maximum independence as adults and should be educated to the best of their potential towards that end.
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