SOMOS

A quality inclusive university for all people

We are often unaware of the reality of some of our classmates, whose day-to-day lives can be very different from what we are used to. With #SOMOS we seek a real change inside and outside the classroom: to achieve an accessible architectural, social and technological environment, so that students with disabilities are and feel part of the group. The Manifesto, 'We are all part of the class', aims to address the educational challenges proposed by the 2030 Agenda for Education. #SOMOS is a global campaign for inclusive education, promoted by Fundación Universia and the lawyer María Soledad Cisternas, Special Envoy of the United Nations Secretary-General on Disability and Accessibility. We demand a quality inclusive university for all people. Show your commitment to quality inclusive education! Share the campaign and take action against exclusion inside and outside the classroom!

Manifesto

1. Education as a right

Inclusive education is a basic human right of every student, which guarantees universality and is associated with other human rights. Its implementation leads to eliminating prejudices, stereotypes and manifestations of intolerance and discrimination, and guarantees the right to equal opportunities. No person with a disability will be classified as a person that 'cannot be educated', so this right is necessary for the entire student community.

2. Quality of education

Ensuring inclusive and quality education implies access, permanence and progress in education and there are many different international instruments used to ensure this is observed.

3. Inclusive education system

Our proposal to end discrimination is the Inclusive Education System (IES), which recognises human diversity and is based on equal opportunities, is non-exclusive and guarantees the right to free, mandatory primary and secondary education.

4. Accessibility, accommodation and support

The educational system must be accessible by applying the universal access design rules. Not only in classrooms as a physical space, but also in relation to the conduct and attitude of the teaching and student community.

5. Role of teachers and staff

The IES requires workers of educational institutions to be trained on inclusive education for people with disabilities across all levels of education. In addition, we propose that governments adopt the necessary measures to employ teachers with disabilities.

6. Role of the student community

The entire educational environment is enriched through inclusive education. The student community must play a part in promoting the educational inclusion of students with disabilities through practical and creative actions, which include extra-curricular and social activities that focus on raising awareness.

7. Role of universities

The UN's 2030 Agenda for Sustainable Development urges universities to foster good practices and to include the universal and transversal perspective of the human rights framework, in addition to promoting research in relation to people with disabilities.

8. Role of society

Educational institutions will be at the forefront with an inclusive approach to the community, and students will be primary agents in the roles they play within society, thus driving inclusive, peaceful and fair societies. The collaboration of families of students with or without disabilities will also be valued.

9. Obligations of governments

Governments should enshrine the right to inclusive education in the establishment of their legislation and public policies.