The Right to Education: The Case of Special Education

1982 ◽  
Vol 54 (2) ◽  
pp. 147 ◽  
Author(s):  
David Neal
Keyword(s):  
Special Education ◽  
Right To Education ◽  
The Right

scholarly journals Edukacja osób niepełnosprawnych jako dobro wspólne na tle rozważań administracyjnoprawnych

2017 ◽  
Vol 105 ◽  
pp. 119-142
Author(s):  
Renata Raszewska-Skałecka
Keyword(s):  
Special Education ◽  
Educational System ◽  
Common Good ◽  
People With Disabilities ◽  
The State ◽  
Right To Education ◽  
Legal Subjectivity ◽  
The Right

EDUCATION OF PEOPLE WITH DISABILITIES AS A COMMON GOOD — CONSIDERATIONS ON ADMINISTRATIVE AND LEGAL BACKGROUNDEducation of people with disabilities, considered as acommon good, points out legal subjectivity of adisabled person, the right to education and educational duties in the educational system. From the perspective of the state and its administration education, understood as acommon good, means performance of educational tasks in the scope of special education for a disabled person.

scholarly journals Autism and family involvement in the right to education in the EU: policy mapping in the Netherlands, Belgium and Germany

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Robin van Kessel ◽  
Andres Roman-Urrestarazu ◽  
Amber Ruigrok ◽  
Rosemary Holt ◽  
Matt Commers ◽  
...  
Keyword(s):  
Special Education ◽  
Human Rights ◽  
The Netherlands ◽  
Special Needs ◽  
Universal Declaration ◽  
Education For All ◽  
Right To Education ◽  
Special Education Needs ◽  
Education Needs ◽  
The Right

Abstract Introduction In recent years, the universal right to education has been emphasised by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies relevant to special education needs and parental involvement of children with autism at an international level and in the Netherlands, Germany and Belgium. Methods A policy path analysis was performed using a scoping review as an underlying methodological framework. This allowed for a rapid gathering of available data from which a timeline of adopted policies was derived. Results and discussion Internationally, the universal right to education has been reinforced repeatedly and the values of the Universal Declaration of Human Rights have been reiterated with every reinforcement. Also, the additional support that a child with special education needs requires is acknowledged and measures are taken to facilitate access to any education for all children. There are slight cross-country differences between the countries under study, attributable to differences in national regulation of education. However, all countries have progressed to a state where the right to education for all children is integrated on a policy level and measures are taken to enable children with special needs to participate in education. Recently, an attempt to implement a form of inclusive education was made as a form of special needs provision. Nevertheless, nowhere has this been implemented successfully yet. Conclusion The Universal Declaration of Human Rights was a critical juncture in international policy and created an environment where the universal right to education has been implemented for all children in the countries under study.

scholarly journals Autism and the right to education in the EU: policy mapping and scoping review of Nordic countries Denmark, Finland, and Sweden

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Robin van Kessel ◽  
Sebastian Walsh ◽  
Amber N. V. Ruigrok ◽  
Rosemary Holt ◽  
Anneli Yliherva ◽  
...  
Keyword(s):  
Special Education ◽  
Human Rights ◽  
Universal Declaration ◽  
Education Systems ◽  
Right To Education ◽  
Persons With Disabilities ◽  
Special Education Needs ◽  
Education Needs ◽  
The Right ◽  
Policy Mapping

Abstract Introduction The universal right to education for people with disabilities has been highlighted by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies addressing the right to education and special education needs of autistic children in Denmark, Sweden, and Finland. Methods A policy path analysis was carried out using a scoping review as an underlying framework for data gathering. Policy mapping was performed independently by both lead authors to increase reliability. Results and discussion The values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities have been closely translated into the respective education systems of the countries under study, offering special education needs services and support in mainstream education with the aim of including as many children into mainstream education as possible. Even though the education systems are comparable, the approaches between the countries under study are slightly different. Denmark and Sweden have passed several policies specifically geared towards special education needs, while Finland incorporates this more in general education policy. Conclusion All countries under study have incorporated the values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities in their respective education systems while emphasising the need to include as many children in the mainstream system as possible.

scholarly journals The context of special pedagogy: practical inclusive education or simulated inclusive education?

2019 ◽  
Author(s):  
Krystyna Barłóg
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Educators ◽  
Equal Rights ◽  
Right To Education ◽  
Special Education Needs ◽  
Future Challenges ◽  
Municipal Schools ◽  
Education Needs ◽  
The Right

Krystyna Barłóg, The centex of special pedagogy: implementedinclusive education or simulated inclusive education? Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 125–142. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.06 In many contexts of contemporary special education, its main present and future challenges are the implementation of effective inclusive education, the preparation of the required conditions, space and relations of safe functioning of a child with disabilities or special education needs together with healthy, able-bodied peers. Are the long-standing dreams of parents and many special educators regarding the equal rights of all people with disabilities, and in particular the right to education closest to the child’s place of residence, genuinely achieved nowadays? The diagnosis of selected municipal schools shows the real situation of the implementation of inclusive education. Are these successes already being achieved today? Or is it still a educational reality?

scholarly journals Vygotski’s theories on Defectology: contributions to the special education of the 21st century

Educação ◽  
2018 ◽  
Vol 41 (3) ◽  
pp. 374
Author(s):  
Sônia Mari Shima Barroco
Keyword(s):  
Special Education ◽  
21St Century ◽  
Basic Education ◽  
Disabled People ◽  
Human Species ◽  
Right To Education ◽  
The Right ◽  
Educational Inclusion

This text exposes the pertinence of L. S. Vygotski’s (1896-1934) theoretical-methodological assertions to the Soviet Defectology at its original birth, when our today’s Basic Education universalization did not exist yet, to Special Education of the 21st century, when the right to Education in democratic states is regarded as a means of social and educational inclusion. The author turns out to be revolutionary for subsidizing an integrated vision of the constitution of the human psychic activity, defending the plain possibility of humanization, the formation of cultural building of human species in both ableb and disabled people. *** Teorizações de Vygotski sobre a Defectologia: contribuições à educação especial do século XXI ***O texto expõe a pertinência das asserções teórico-metodológicas de L. S. Vygotski (1896-1934) à Defectologia Soviética em seu contexto original, quando a Educação Básica não era universalizada, e as coloca em perspectiva para o século XXI, quando a Educação é assumida como direito para todos, nos Estados democráticos e sob a perspectiva da inclusão social e educacional. O autor revela-se revolucionário por subsidiar uma visão integrada da constituição do psiquismo humano, por defender a possibilidade de humanização, a formação do edifício cultural nas pessoas com e sem deficiências.Palavras-chave: Vygotski; Educação Especial; Defectologia.

scholarly journals Education as a Basic Human Right: A Response to Special Education and the Charter.

1987 ◽  
Vol 2 ◽  
pp. 73-95
Author(s):  
A. Wayne MacKay ◽  
Gordon Krinke
Keyword(s):  
Special Education ◽  
Scholarly Writing ◽  
Human Right ◽  
Right To Education ◽  
Mentally Disabled ◽  
Valuable Addition ◽  
The Law ◽  
The Right ◽  
Appropriate Education ◽  
Excellent Article

“Special Education and theCharter: The Right to Equal Benefit of the Law” is an excellent article on the provincial statutory regimes and their relationship to s. 15 of theCharter. It surveys the legislatures' attempts at delivering education to students and highlights the shortcomings in these attempts, focussing on the inability or unwillingness of the legislatures to provide an appropriate education to mentally disabled individuals. The article then takes a prospective approach, illustrating how a generous interpretation of s. 15 of theChartermight be used to correct deficiencies in educational statutes. Both the survey of statute law and the commentary on its relationship to the equality provisions of theCharterprovide a valuable addition to scholarly writing on the provision of appropriate education to the mentally disabled.However, there is some danger in assuming that the right to education derives solely from statute. Statutes are creations of legislatures. If the right to education exists only in these statutes, education may be viewed not as the right of every child, but as a privilege bestowed by the legislature, to be determined by administrators, and to be overseen only as a last resort by the courts.

scholarly journals A história da pessoa com deficiência e da educação especial em tempos de inclusão

2018 ◽  
Vol 3 (5) ◽  
Author(s):  
Ana Paula Neves Rodrigues ◽  
Cláudia Araujo de Lima
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Teaching Quality ◽  
Disabled People ◽  
Right To Education ◽  
The Disabled ◽  
Long Time ◽  
History Of ◽  
The Right ◽  
Educational Field

O presente artigo teve por objetivo, realizar uma breve exposição acerca da história das pessoas/estudantes com deficiência, para entender os “reflexos” no campo educacional, assim como, levantar a importância trazida através da garantia de Direitos tangentes a essa população, até então, antes esquecida. Atualmente, a Educação Especial na Perspectiva da Educação Inclusiva é respaldada através de leis, documentos internacionais e políticas voltadas à inclusão, que subsidiarão o texto do referido artigo e que respaldam, tanto o acesso como a permanência de estudantes com deficiência. Entender a história das pessoas/estudantes com deficiência, ao longo dos tempos, torna-se valoroso, pois, as lutas e a garantia dos seus direitos “provocam” possibilidades de mudanças para o contexto educacional de uma forma geral. Afinal, TODOS possuem o direito à educação, mediante a qualidade de ensino, que foi por muito tempo, negada à grande parte da população.Pessoas com Deficiência. Educação Especial. Educação Inclusiva. Direitos HumanosThe history of the disabled people and the special education in times of inclusionAbstractThe present article’s had as objective to accomplish a short exposition about the history of the disabled people/students to understand the reflections in the educational field, as well as, to bring up the importance throughout the guarantee of the rights tangents to the population, theretofore forgotten. Nowadays, the Special Education in the Inclusive Education Perspective is supported through the law, international documents and policies aimed at the inclusion, for them will be given the subsidies to this article and also back up both the access and the stay of the disabled students. To understand the history of the disabled people/students over times become so relevant for the fights and the assurance of their rights that provoke possibilities of changes to the educational context in a general way. After all, ALL have the right to education, through the teaching quality, that a long time was denied to the most of the population.Disabled People. Special Education. Inclusive  Education. Human Rights 

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

2008 ◽  
Vol 12 (1) ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document