scholarly journals Comparison of Educational Facilities of Mentally Challenged Children of Special School and Government School in Kolkata

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Phalguni Bhattacharya
Keyword(s):  
Education System ◽  
Special Educators ◽  
Special School ◽  
Educational Facilities ◽  
Right To Education ◽  
Special Schools ◽  
Government Schools ◽  
Government School ◽  
Inclusion Education ◽  
The Right

Purpose: The present study examined the right to education of mentally challenged children in special schools and government schools to compare educational facilities and availability of special educators. Method: Sample of 40 special schools mentally challenged children and 40 Government schools under inclusion education system mentally challenged children of both gender participated.Similarly10 teachers of five special school and 10 teachers of five govt. school under inclusion education system. Measures used were self-made questionnaire. Result: Percentage revealed that Governmental facilities and availability of special educators significantly differ between special schools and Governmental schools under inclusion education structure. Contribution of the Research: After implementation of right to education act, education becomes the fundamental right of each and every child. Article 21-A included disabled children in this act. The contribution of the study is to betterment of Governmental facilities for all mentally challenged children of both schools and maintain proper ratio in class between special educator and mentally challenged children. Therefore the study enlightens more awareness among society about inclusion education system for mentally challenged children.

The Grievance Redress System under the Right to Education Act

2019 ◽  
pp. 280-329
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Education System ◽  
Current System ◽  
Right To Education ◽  
Education Act ◽  
Right To Information ◽  
Set Up ◽  
The Right

Chapter 5 examines the conceptual set-up of the grievance redress system created by the Right to Education Act, and analyses studies on its performance. It highlights the deficiencies of the current system, and compares it to other, more effective systems such as grievance redress under the RTI Act. The different institutions that are part of the grievance redress system are either not sufficiently independent or do not have sufficient competences to enforce their ‘judgments’. These deficiencies, as well as additional implementation issues, also translate into a malfunctioning system ‘on the ground’. The chapter also examines other grievance redress systems for different state services (for instance, the ones created by the Right to Information Act), highlighting that some of the deficiencies found in the right to education system are actually not universal.

Trends in the Placement of Students in Segregated Settings in NSW Government Schools

2007 ◽  
Vol 31 (1) ◽  
pp. 73-78 ◽  
Author(s):  
Ian Dempsey
Keyword(s):  
Emotional Disturbance ◽  
Government Policy ◽  
Special Class ◽  
New South ◽  
Special School ◽  
Special Schools ◽  
Government Schools ◽  
Students With Special Needs ◽  
Political Factors ◽  
South Wales

This brief report describes recent data on the enrolment of students in New South Wales (NSW) government special schools and special classes. There has been an increase in both special school and special class enrolments since 1998 with large increases among students with emotional disturbance. This pattern is briefly discussed in relation to government policy and legislation, social and political factors as well as the notion that there may be a threshold for the extent of inclusion of students with special needs in NSW government schools.

scholarly journals Education Policies in Pre-University Education of the Republic of Kosovo for Non-Majority Communities of Roma, Ashkali and Egyptian

2020 ◽  
Vol 4 (1) ◽  
pp. 57-62
Author(s):  
Maliqe MULOLLI-JAHMURATAJ
Keyword(s):  
Education Policy ◽  
Key Words ◽  
Education System ◽  
University Education ◽  
Education Policies ◽  
Right To Education ◽  
Current State ◽  
The Republic ◽  
The Right

The Republic of Kosovo is a country that observes all the rights and obligations of its subjects with no discrimination in national, racial, linguistic sense. Even though we have these rights in place, in practice the situation is different and not very positive. This is since the non-majority communities Roma, Ashkali and Egyptian in Kosovo face several problems in different areas, especially when it comes to their right on integration to education. This paper will address and evaluate current policies and legislation of Kosovo for inclusion in education as a condition for completion of the education system. This paper will be developed by considering the assessment of the Constitution and relevant legislation referring to the right to education for non-majority communities. Given all this legislation, it will be assessed in harmony with the practical problems that exist regarding access to the education system for non-majority communities. Therefore, this paper aims to bring innovation in this field of research aiming to identify how much the Republic of Kosovo is keeping a pace with the standards for inclusion in the education system, what are the reasons that in current state of play we do not have a satisfactory inclusion in the education by category of children from non-majority communities of Roma, Ashkali and Egyptian in pre-university education. Key wordS: Inclusion, Children from Non-Majority Communities of Roma, Ashkali and Egyptian, Education Policy, Pre-University Education.

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 “I am mostly concerned about their education”: Syrian refugee families and the right to education in Lebanon

2020 ◽  
Vol 7 (1) ◽  
pp. 98-127
Author(s):  
Bree Akesson ◽  
Dena Badawi ◽  
Abdelfettah Elkchirid
Keyword(s):  
Education System ◽  
Modern History ◽  
Right To Education ◽  
Barriers To Education ◽  
Syrian Refugee ◽  
Refugee Families ◽  
Community Stakeholders ◽  
Humanitarian Crises ◽  
Multiple Challenges ◽  
The Right

Ongoing since 2011, the conflict in Syria is considered to be one of the largest humanitarian crises in modern history. With a large number of Syrian families fleeing the war to resettle in neighboring Lebanon, Lebanon’s education system has become overwhelmed.  In this paper, we will describe how Syrian families and community stakeholders experienced education in Lebanon and highlight barriers to education, suggesting potential interventions to ensure that the right to education is upheld. The findings underscore the multiple challenges that Syrian families face in seeking education for their children. At the same time, the findings point to the importance of education in the lives of Syrian families both in Syria before the war, in their current contexts of displacement in Lebanon, and in their future hopes and dreams for their children.

The Journey to the Right to Education Act, 2009

2017 ◽  
pp. 122-141
Author(s):  
Rajesh Chakrabarti ◽  
Kaushiki Sanyal
Keyword(s):  
Education System ◽  
Right To Education ◽  
Grass Root ◽  
Independence Era ◽  
Education Act ◽  
The Government ◽  
The Right

This chapter chronicles the evolution of the Right to Education Act. After listing the evolution milestones of the education system from pre-independence era, the chapter identifies two judicial orders in the early 90s, in the cases of Mohini Jain and Unnikrishnan, as the impetus to a move towards RTE. Several NGOs used the opportunity to start a campaign for education as a fundamental right till they formed a broad coalition under the banner of NAFRE in the late 1990s that intensified grass-root campaign for RTE. The campaign and PILs pushed the government to amend the constitution in 2001 to make education after age six a fundamental right. A long legislative journey ensued that led to the enactment in 2009. None of the existing theories fit the entire journey though some stages correspond to different specific frameworks.

scholarly journals The Educational Rights of Asylum Seeking Children: Observing Failure

2011 ◽  
Vol 5 ◽  
pp. 12
Author(s):  
Melanie Stern
Keyword(s):  
Educational Facilities ◽  
Right To Education ◽  
Christmas Island ◽  
Educational Rights ◽  
International Obligations ◽  
The Right

This article is based on observations of the educational facilities provided for asylum seeking children detained on Christmas Island. The article concludes that these facilities fail to meet Australia’s international obligations and political pledges which aim to protect the right to education of asylum seeking children.

scholarly journals A STUDY OF POLICIES AND PROGRAMMES OF DISABLED CHILDREN IN INDIA

2021 ◽  
Vol 8 (65) ◽  
pp. 14869-14874
Author(s):  
Poonam Rani
Keyword(s):  
Mental Retardation ◽  
Compulsory Education ◽  
Education For All ◽  
Disabled Children ◽  
Right To Education ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Education Commission ◽  
Adult Lives ◽  
The Right

The Constitution of India (1950), Article 41, states the ‘Right to Education and Work’ and Article 45 on ‘Free Compulsory Education for All Children up to the Age of 14 Years’, both Articles are inclusive of children with mental retardation. The Education Commission, 1964-66 directed to move education for persons with disabilities from that of the charity mode to one of the rights mode, hoping that at least 5 per cent of the persons with mental retardation should have received education by 1986. It lay emphasis on making persons with disabilities as useful citizens in their adult lives. The Commission further recommended that both special schools and schools in the integrated school system should include persons with disabilities. The present paper focused on the study of various policies and program of disabled children in India with the prime objectives are (i) To understand the concept of disabled children (ii) To understand the policies of disabled children in India. (iii) To discuss the programs of disabled children in India.

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