TODAY'S FOCUS IS ON.....
MONTENEGRIN ACTORS ENSURE CHILDREN WITH VISUAL IMPAIRMENTS ACCESS ESSENTIAL TEXBOOKS IN AUDIO FORMAT
On Wednesday, February 5, 2014 at 10 am, The Deputy Minister of Education Vesna Vucurovic, UNICEF Montenegro Representative Benjamin Perks, director of the Resource centre “Podgorica” Zoran Boskovic, editor in the Textbook Publishing Agency Nadja Durkovic and Dean of the Faculty of Dramatic Arts in Cetinje Radmila Vojvodic will present the first textbook in the Daisy format in Montenegro in the conference room of the Montenegrin National Theatre, Ulica Stanka Dragojevića 18, Podgorica.
The first Montengrin textbook - a Reader for the IVth grade of primary school authored by Nataša Borović and Sonja Ašanin - in the Digital Accessible Information System (DAISY) format is intended primarily for children with visual impairments. In this way, they can access information and learn much more easily.
“As in any European country, all children must exercise their right to learn, read and access information. This initiative helps to make that possible for students with visual impairments in Montenegrin primary schools.” says UNICEF Montenegro Representative Benjamin Perks.
Daisy format contains both audio and visual material, which makes it a useful learning tool for all children and teachers. Its introduction into the Montenegrin education system makes schools become more inclusive, accessible and stimulating for children with disabilities.
Well-known Montenegrin actors Dubravka Drakic and Milos Pejovic and the students of the Drama Academy worked as volunteers on the production of the audio part of the textbook.
Five more primary school textbooks are planned to be produced in the Daisy format during 2014. “We hope that in future, all primary school textbooks will become available in audio or Daisy format, as this is in line with the UN Convention on the Rights of the Child.” Perks points out.
International experts, engaged by UNICEF, provided the Resource Centre’s employees with the knowledge on how to use the DAISY format, in order to ensure that the production of the Daisy books is continued and conducted in accordance with the highest standards in future.
The first Montenegrin textbook in Daisy format was produced thanks to the partnership of UNICEF with the Ministry of Education, the Resource Centre for Children and Youth, Textbooks Publishing Agency and Drama Academy and to the support from the textbook authors.
For more information, please contact: Ana Zec, Programme Specialist - UNICEF Montenegro, Telephone: +382 20 224 277, ext.2, Mobile: +382 69 311 308, Email: email@example.com,
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Universal Education was first operationalized at the World Declaration on Education for All in 1990 and soon followed by the World Conference on Special Needs Education (Salamanca, 1994) where Inclusive Education was first mentioned. The concept of “institutions which include everybody, celebrate differences, support learning, and respond to individual needs” (UNESCO, 1994), was further reinforced at the World Education Forum in Dakar in 2000, as the framework for achieving Education for All.
Inclusive Education as defined in the Salamanca Statement promotes the need for nation-states to create schools for ALL children, a notion is central to UNICEF’s commitment to including all children in quality learning.
UNICEF defines quality education as the processes and services that allow every school to work for every child, and enable children to achieve their full potential. Inclusive Education is the means by which UNICEF addresses both access and quality, by responding to the needs of all children and youth through increased participation and reduction of exclusion, and the “conviction that it is the responsibility of the regular system to educate all children” (UNESCO, 2009).
Inclusive Education is responsive to student-needs and relevant to their life. Therefore, Inclusive Education is not about teaching the students that can cope with un-responsive educational system. Inclusive Education is the means by which teaching methods, curriculum, staff and pedagogy support and are adapted to the learning of ALL students, including those students who traditional systems have not been able to reach.