The right to inclusive education of persons with disabilities: The policy and practice implications
About: This article is published in Asia Pacific Journal on Human Rights and The Law.The article was published on 2011-01-01. It has received 8 citations till now. The article focuses on the topics: Human rights.
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TL;DR: In this paper, the authors contribute to disability rights scholarship, and build on ideas of digital equality and rights to access in its analysis of domestic disability anti-discrimination, civil rights, human rights, constitutional rights, copyright and other equality measures that promote and hinder reading equality.
Abstract: While equality laws operate to enable access to information, these laws have limited power over the overriding impact of market forces and copyright laws that focus on restricting access to information. Technology now creates opportunities for everyone in the world, regardless of their abilities or disabilities, to be able to access the written word - yet the print disabled are denied reading equality, and have their access to information limited by laws protecting the mainstream use and consumption of information. The Convention on the Rights of Persons with Disabilities and the World Intellectual Property Organization's Marrakesh Treaty have swept in a new legal paradigm. This book contributes to disability rights scholarship, and builds on ideas of digital equality and rights to access in its analysis of domestic disability anti-discrimination, civil rights, human rights, constitutional rights, copyright and other equality measures that promote and hinder reading equality.
83 citations
TL;DR: In this paper, the authors conducted a study to determine areas in which students with disabilities need additional support and to analyse differences in the perceived inclusive dimension of the quality of educational processes.
Abstract: 800x600 It is well known that all educational policies promote inclusion as the major idea in a contemporary system of education. Inclusive education allows children with and without disabilities to attend the same age-appropriate classes at their local school, with additional, individually tailored support if needed. However, large equity gaps in education access and outcomes still exist between groups of children, because some marginalized groups of children experience shockingly low rates of access and learning. Children with disabilities are still faced with a lot of challenges in realizing their right to education and they are one of the most marginalized and excluded groups in education. The Croatian laws clearly indicate that disabled children have the right to an inclusive education and that schools have to provide conditions which lead to successful education of all children. A question arises, however, regarding the level at which the Law is implemented in educational practice, due to the fact that it is unknown whether the conditions for its proper implementation exist in Croatian schools. Some results of the research which was conducted in the frame of the project “Evidence-based early educational interventions” are presented in this paper. The main goals of the research are (1) to determine areas in which students with disabilities need additional support and (2) to analyse differences in the perceived inclusive dimension of the quality of educational processes, from the perspective of teachers as well as from the perspective of students, in five mainstream Croatian primary schools. The research was conducted on a sample of 97 students with disabilities and 97 of their peers without disabilities. Students and their teachers filled in two Questionnaires about students’ behaviours that were developed for the purpose of the Project (the Questionnaire for students and the Questionnaire for teachers). The results suggested that students with disabilities have a need for additional support in the educational process, as well as support in developing appropriate relationships with peers. However, they do not reach the expected level of socialization and academic success, which indicates that the policy of inclusion is still not well implemented into educational practice. Different reasons for such results and suggestions for overcoming this situation are discussed. Key words: inclusive education; inclusive policy and practice; quality of education; socialization; students with disabilities. --- Normal 0 21 false false false HR X-NONE X-NONE Dobro je poznato da sve obrazovne politike promoviraju inkluziju kao glavnu ideju svakog suvremenog obrazovnog sustava. Inkluzivno obrazovanje omogucuje djeci s teskocama i bez njih da zajedno uce u istim razredima, u skladu sa svojom dobi, uz dodatnu, individualno prilagođenu podrsku djeci koja je trebaju. Međutim, u obrazovanju jos uvijek postoje velike nejednakosti u pristupacnosti obrazovanja i ishodima ucenja nekih skupina djece, buduci da postoje marginalizirane skupine koja doživljavaju izuzetno nisku razinu pristupacnosti obrazovanja i kvalitete ucenja. Djeca s teskocama jos su uvijek suocena s mnogim izazovima u ostvarivanju svog prava na obrazovanje i ona u tom smislu predstavljaju jednu od najmarginaliziranijih i iskljucenih skupina. U hrvatskom je zakonodavstvu jasno naglaseno da djeca s teskocama imaju pravo na inkluzivno obrazovanje i da su skole dužne osigurati uvjete koji vode uspjesnom obrazovanju sve djece. Pitanje se, međutim, postavlja u odnosu na razinu u kojoj se zakon provodi u odgojno-obrazovnoj praksi, buduci da je nepoznato postoje li uvjeti za njegovu primjerenu primjenu u hrvatskim skolama. U ovom je radu prikazan dio rezultata istraživanja koje je provedeno u sklopu projekta „Rane odgojno-obrazovne intervencije temeljene na pokazateljima uspjesnosti“. Osnovni ciljevi istraživanja su (1) utvrditi podrucja u kojima ucenici s teskocama trebaju dodatnu podrsku i (2) analizirati razlike u doživljenoj inkluzivnoj dimenziji kvalitete obrazovnog procesa iz perspektive ucitelja i iz perspektive ucenika, u pet hrvatskih redovnih osnovnih skola. Istraživanje je provedeno na uzorku od 97 ucenika s teskocama i njihovih 97 standardno razvijenih vrsnjaka. Ucenici i njihovi ucitelji ispunili su dva upitnika o ponasanju ucenika koji su razvijeni za potrebe projekta (Upitnik za ucenike i Upitnik za ucitelje). Rezultati pokazuju da ucenici s teskocama imaju potrebu za dodatnom podrskom u obrazovnom procesu, ali i za podrskom u razvoju primjerenih odnosa s vrsnjacima. Međutim, oni ne postižu ocekivanu razinu socijalizacije i akademskog uspjeha, sto pokazuje da se inkluzivna politika jos uvijek nedovoljno dobro implementira u obrazovnu praksu. Autori raspravljaju o razlicitim razlozima dobivenih rezultata i mogucim nacinima prevladavanja uocenog nesuglasja. Kljucne rijeci: inkluzivno obrazovanje; inkluzivna politika i praksa; kvaliteta obrazovanja; socijalizacija; ucenici s teskocama. 800x600 Normal 0 21 false false false HR X-NONE X-NONE
13 citations
11 citations
TL;DR: Although children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning.
Abstract: Background: Inclusive education is internationally recognised as the best strategy for providing equitable quality education to all children. However, because of the unique challenges they often present, children with intellectual and developmental disabilities (IDDs) are often excluded from inclusive schools. To date, limited research on inclusion has been conducted involving children with IDD as active participants. Objectives: The study sought to understand the experiences of children with IDDs in learning in inclusive schools in Accra, Ghana. Method: A qualitative descriptive design was utilised with 16 children with IDDs enrolled in inclusive schools in Accra, Ghana. Participants were recruited through purposive sampling and data were collected using classroom observations, the draw-and-write technique and semi-structured interviews. The data were analysed to identify themes as they emerged. Results: Children’s experiences in inclusive schools were identified along three major themes: (1) individual characteristics, (2) immediate environments and (3) interactional patterns. Insights from children’s experiences reveal that they faced challenges including corporal punishment for slow performance, victimisation and low family support relating to their learning. Conclusion: Although children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning. Improvement in inclusive best practices for children with IDD requires systematic efforts by diverse stakeholders to address identified challenges.
10 citations
Cites background from "The right to inclusive education of..."
...The academic achievements of children with IDD in the general education classroom are dependent on modifications in teaching practices, curriculum provisions and school environments (Chowdhury 2011)....
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01 Jan 2019
5 citations