Wyrównywanie szans edukacyjnych studentów z niepełnosprawnościami – 10 lat doświadczeń w Uniwersytecie Papieskim JanaPawła II w Krakowie

Full Participation ◽

The right to education is one of the fundamental human rights which enables personal development, independence, and full participation in all spheres of life. Article 70 of the Polish Constitution grants everyone the right to education and obliges public authorities to ensure universal and equal access to education for all citizens. By ratifying the Convention on the Rights of Persons with Disabilities, Poland recognized the right of this group of people to education and committed itself to ensuring an inclusive education system enabling integration at all levels of education. Poland has also ensured that these people will have access to universal higher education without discrimination, based on the principle of equality. Since 2008 the Office of Persons with Disabilities has been functioning in the Pontifical University of John Paul II in Krakow, which supports disabled students and PhD students of our University. The development of the Office over the period of more than ten years, applied procedures, and support systems are described in the article. Additionally, selected programmes and projects of the Institution and external organizations will be presented alongside the Office of Persons with Disabilities as the leading and supportive institution.

The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

Studia Edukacyjne ◽

10.14746/se.2018.47.20 ◽

1970 ◽

pp. 329-342

Author(s):

Boubacar Sidi Diallo

Keyword(s):

Human Rights ◽

Students With Disabilities ◽

Inclusive Education ◽

Academic Progress ◽

Social Situation ◽

Quality Education ◽

Educational Institutions ◽

Right To Education ◽

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

Inclusive education for Roma children in Albania and Belarus (legal situation, accessibility, opportunities to learn in own language and support of ethnic identity)

Polish Journal of Educational Studies ◽

10.2478/poljes-2018-0016 ◽

2018 ◽

Vol 71 (1) ◽

pp. 195-211

Author(s):

Manjola Zaçellari ◽

Heliona Miço ◽

Irina Sinitsa

Keyword(s):

Inclusive Education ◽

Minority Group ◽

Transitional Period ◽

Access To Education ◽

Human Right ◽

Right To Education ◽

Governmental Organizations ◽

National Minorities ◽

Non Governmental Organizations ◽

AbstractThis article is devoted to the analysis of the situation regarding the education of Roma children in Albania and Belarus, evidencing the similarities and differences in legislation and policies in both countries, aiming at highlighting the best practices for each state. The study also analyses whether there is any real approach for inclusive education, despite the legislation in force in both countries, as well as evaluating the next steps to be followed for achieving inclusive education for Roma children, whether as part of a minority group or not. Inclusive education is the main focus of those European policies and legislation that guarantees the right to education to everyone. Vulnerability and marginalization are present in all countries. Even the more developed societies have categories of their population that are defined as vulnerable or marginalized. They may not suffer from poverty, but other factors, such as disability or linguistic/ethnic particularities can be sources of marginalization and underachievement. Every human being is different. Because of this diversity, the law should find ways of treating everybody as equal, and with the same access to education and to every other human right. One of the main causes of discrimination and lack of access to education is being a member of a minority group, especially those ones which are not fully recognised as national minorities, such as the Roma. After the fall of communism in Albania, the transitional period towards a democratic system affected the right to education for Roma children, making them suffer from a lack of access to education. The same is reflected in Belarus, where the right to education for Roma children is more protected by non-governmental organizations rather than the state. Treating Roma children with equal access to education will not only help this marginalized group, but also the whole of society by accepting the differences as a normal phenomenon.

Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities

Social Inclusion ◽

10.17645/si.v6i1.1193 ◽

2018 ◽

Vol 6 (1) ◽

pp. 29-39 ◽

Cited By ~ 5

Author(s):

Andrea Broderick

Keyword(s):

Inclusive Education ◽

Capability Approach ◽

National Level ◽

Human Potential ◽

Educational Equality ◽

Right To Education ◽

Mainstream Society ◽

The Right ◽

The Capability Approach

The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal participation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level.

The Path to Inclusion for Children with Learning Disabilities in Guyana: Challenges and Future Considerations

Journal of International Special Needs Education ◽

10.9782/2159-4341-20.2.79 ◽

2017 ◽

Vol 20 (2) ◽

pp. 79-89

Author(s):

Sherwin Fraser

Keyword(s):

Learning Disabilities ◽

General Education ◽

Inclusive Education ◽

Education For All ◽

Right To Education ◽

Barriers To Education ◽

Decision Making Processes ◽

Teachers And Parents ◽

Abstract One of the major challenges facing special and general education teachers and parents in Guyana is the current educational move towards inclusion. This move has been characterized by the changing political and economic systems which have resulted in inclusion gaining increased momentum in many circles including major organizations, institutions, and even among members of civil society. Inclusion has also been touted as the prelude to meaningful political, economic, social, educational, religious, and cultural engagement in governance and other decision making processes in Guyana. The concept hinges on the right to participate and become involved in various activities regardless of ability or disability. The Jomtien Declaration (1990) which was adopted by the World Conference on Education for All in Thailand in March 1990, mandates the removal of barriers to education for all children. The declaration also affirms the right to education for every individual as well as equal access for all categories of persons with disabilities (United Nations Education, Scientific and Cultural Organization (UNESCO), 1990). While the main pillar of the declaration is the right to education, it also mandates the removal of barriers that would prevent equal learning opportunities for vulnerable and marginalized groups (UNESCO, 1990). This paper examines issues relevant to inclusion and the education of children with learning disabilities in Guyana. The author gives an account of the political system, inclusive education, and legislation for persons with disabilities, and highlights the challenges faced by teachers in educating children with learning disabilities in Guyana.

The main stages of the process of formation and development of inclusive education in the United States in the context of multicultural educational policy

10.18411/sr-10-04-2021-67 ◽

2021 ◽

Author(s):

E.S. Kurysheva

Keyword(s):

United States ◽

Educational Policy ◽

Inclusive Education ◽

The United States ◽

Alternative Development ◽

Right To Education ◽

The Law ◽

This article identifies the main stages of the formation of inclusive education (segregative, integrative, inclusive), reveals the evolutionary nature of inclusive education. The article analyzes the content of the main document regulating the right to education of children with alternative development - The Law on Education of Persons with Disabilities (1975).

PROBLEMS AND SOLUTIONS IN AN INCLUSIVE EDUCATIONAL SYSTEM

International Journal For Innovative Engineering and Management Research ◽

10.48047/ijiemr/v09/i11/29 ◽

2020 ◽

pp. 149-152

Keyword(s):

Inclusive Education ◽

Children With Disabilities ◽

Equal Treatment ◽

Special Educational Needs ◽

Equal Rights ◽

Right To Education ◽

Problems And Solutions ◽

The Republic ◽

What is inclusive education? It is a process of changing preschool, secondary and higher education that all our children with disabilities can use, assuming that this education can be adapted to their different needs. Inclusive education is based on an ideology that excludes any discrimination against children with disabilities, provides equal treatment for all, but creates the necessary conditions for children with special educational needs. The Constitution of the Republic of Uzbekistan guarantees the right to education for all. Our national legislation also provides for equal rights for persons with disabilities in the exercise of their potential. The state pays special attention to the home education of children with disabilities who are unable to attend school.

Direito à educação: efetividade, justiciabilidade e protagonismo cidadão

10.31012/978-65-87836-88-1 ◽

2020 ◽

Author(s):

Denise dos Santos Vasconcelos Silva

Keyword(s):

Personal Development ◽

Natural Order ◽

Right To Education ◽

Public Authorities ◽

The Public ◽

The People ◽

Universal Suffrage ◽

Decent Life ◽

The Right ◽

Technical Capacity

The present study discusses the role of the judiciary concerning the interpretation of the right to education, with emphasis on the educational constitutional principles, on the basic content of the right to education and on the problems faced by this right. Furthermore, the present study pursuits to bring the risks that the excessive judicialization of the education brings to the balance between powers and the natural order of administration itself and public policies management in which the executive and legislative as powers elected by the people, develop, approve and initiate such programmatic actions; the lack of technical capacity of the judiciary to manage such complex matters; and the absence of infinite public resources to look after all the rights and benefits contained in the constitutions of the democratic states. As the education is a right related to the human dignity, development and citizenship, this way it should be carried out with diligence: 1. by the public authorities, specially the judiciary that even though it has not been elected by the universal suffrage, will not be able to remain inert in cases of inefficiency of the executive and legislative, for this purpose, it will be necessary mechanisms that provide more legitimacy in the acting of the judge, avoiding an inappropriate misuse of powers; and 2. by all members of society, as doers of their citizen position in search of a more decent life, once that through education (for) democracy, rights connected to freedom and to personal development are also accomplished.

The Rule of Law for the Right to Inclusive Education in Indonesia

PADJADJARAN Jurnal Ilmu Hukum (Journal of Law) ◽

10.22304/pjih.v6n3.a9 ◽

2019 ◽

Vol 06 (03) ◽

pp. 594-618

Author(s):

Maya Indrasti ◽

Faridah Jalil

Keyword(s):

Inclusive Education ◽

Point Of View ◽

Education For All ◽

Education Policies ◽

Right To Education ◽

National Education ◽

Marginalized Learners ◽

The Government ◽

Indonesia is committed to guarantee the right to education for all citizens without exception. The commitment of Indonesia to Education for All (EFA) leads to the fulfillment of inclusive education policies. The people of Indonesia tend to understand inclusive education as education for people with disabilities. On the other hand, inclusive education has a broader meaning, which does not refer only to special education. Furthermore, it also covers education with special services. The essence of inclusive education is to remove barriers that limit all marginalized learners, to respect diversity and needs, to create patterns of education without discrimination, and ultimately to achieve quality education. People’s understanding leads to questions about inclusive education in legal context, as well as the rules of inclusive education in Indonesia. This paper contains a qualitative study with a historical-doctrinal approach. The study aims to explain the right to inclusive education listed in the rules and regulations in Indonesia and their problems. From the normative point of view, the rules on inclusive education are regulated in the Law Number 8 of 2016 on Persons with Disabilities and the Regulation of the Minister of National Education Number 70 of 2009. Furthermore, the rules of inclusive education can also be found in several other regulations implicitly. Most of the rules have stipulated provisions that include the right to education. Therefore, the Government appears to be progressively realizing the respect, protection, and fulfillment of the right to education, including inclusive education, for all people of Indonesia.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

Online Learning ◽

10.24059/olj.v12i1.39 ◽

2008 ◽

Vol 12 (1) ◽

Cited By ~ 6

Author(s):

Christine Geith ◽

Karen Vignare

Keyword(s):

Online Learning ◽

Global Education ◽

Open Educational Resources ◽

Educational Resources ◽

Access To Education ◽

Human Beings ◽

Right To Education ◽

Education Gap ◽

The Right ◽

Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽

10.25159/2663-659x/6966 ◽

2020 ◽

Vol 38 (1) ◽

Author(s):

Dorothy Eneya ◽

Dennis N. Ocholla ◽

Bertha Janneke Mostert

Keyword(s):

Students With Disabilities ◽

Inclusive Education ◽

Assistive Technologies ◽

Equal Access ◽

Disability Policy ◽

Library Services ◽

Access To Information ◽

Education Agenda ◽

The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.