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

2018 ◽  
Vol 6 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Andrea Broderick
Keyword(s):  
Inclusive Education ◽  
Capability Approach ◽  
National Level ◽  
Human Potential ◽  
Educational Equality ◽  
Right To Education ◽  
Persons With Disabilities ◽  
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.

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

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 ◽  
Persons With Disabilities ◽  
The Right

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.

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

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 ◽  
Persons With Disabilities ◽  
Barriers To Education ◽  
Decision Making Processes ◽  
Teachers And Parents ◽  
The Right

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.

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

2021 ◽  
Author(s):  
E.S. Kurysheva
Keyword(s):  
United States ◽  
Educational Policy ◽  
Inclusive Education ◽  
The United States ◽  
Alternative Development ◽  
Right To Education ◽  
Persons With Disabilities ◽  
The Law ◽  
The Right

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).

scholarly journals PROBLEMS AND SOLUTIONS IN AN INCLUSIVE EDUCATIONAL SYSTEM

2020 ◽  
pp. 149-152
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Equal Treatment ◽  
Special Educational Needs ◽  
Equal Rights ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Problems And Solutions ◽  
The Republic ◽  
The Right

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.

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

2021 ◽  
pp. 237-253
Author(s):  
Katarzyna Kutek-Sładek ◽  
Keyword(s):  
Inclusive Education ◽  
Personal Development ◽  
Equal Access ◽  
Access To Education ◽  
Right To Education ◽  
Public Authorities ◽  
Disabled Students ◽  
Persons With Disabilities ◽  
Full Participation ◽  
The Right

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.

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

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 ◽  
Persons With Disabilities ◽  
National Education ◽  
Marginalized Learners ◽  
The Government ◽  
The Right

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.

Pedagogy of Inclusion

2018 ◽  
pp. 87-102
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Inclusive Classroom ◽  
Gifted Children ◽  
Social Emotional ◽  
Right To Education ◽  
The World ◽  
The Right ◽  
Relevant Pedagogy

For far too long, in all parts of the world, the most vulnerable members of society have been excluded from schools. All children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, including disabled and gifted children, have the right to education and the relevant pedagogy of inclusion. The teaching methods used should accommodate all members of the society. People who are planning the teaching strategies should also know that people learn better when they do things. The purpose of this chapter is to determine how the theory of constructionism can be applied in the teaching and learning of students in the inclusive education. Information collected from literature on teaching and learning in inclusive education is critically analyzed through the theory of constructionism. Various theorists found that constructionism is relevant to an inclusive classroom since it encourages learning by doing.

Human development, capabilities and the ethics of policy

2017 ◽  
Author(s):  
Hans-Uwe Otto ◽  
Melanie Walker ◽  
Holger Ziegler
Keyword(s):  
New York ◽  
Human Development ◽  
Capability Approach ◽  
Buenos Aires ◽  
National Level ◽  
Policy Practice ◽  
Policy Interventions ◽  
The Social ◽  
Different Parts ◽  
The Capability Approach

This book examines policy interventions driven or influenced by human development or human security concerns and how a capability approach can be implemented to achieve more just societies and foster equal opportunities for individuals and groups across the social and class spectrum. It also analyses the discrepancies and obstacles that actual policies present to what a capability approach could mean in social policy practice. The primary goal of the capability approach is to advance democracy at the community, local and national level in ways that promote genuine possibilities for agency to enable everyone to actively participate in shaping public policy. The book considers how the capability approach has been conceptualised and operationalised into practice in different parts of the world, including India, Buenos Aires, South Africa, England and New York City.

scholarly journals Understanding Inclusive Early Childhood Education: A Capability Approach

2012 ◽  
Vol 13 (4) ◽  
pp. 290-299 ◽  
Author(s):  
Kathryn Underwood ◽  
Angela Valeo ◽  
Rebecca Wood
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Capability Approach ◽  
Social Needs ◽  
Education Practice ◽  
Childhood Education ◽  
The Capability Approach

This article explores the application of current discourse in inclusive education, particularly the capability approach and its utility in early childhood education. The article highlights the tensions between a rights-based discourse that informs inclusive education practice and the right for children to have early intervention. Structural approaches to supporting children with disabilities are examined. These structural approaches are evaluated using the framework developed using the capability approach. The article aims to ease some of the tensions that arise from differing philosophical approaches to education for young children, and to provide a framework for addressing the developmental and social needs of young children with disabilities.

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