scholarly journals Propuesta para la evaluación de los PE en relación a personas con discapacidad

2021 ◽  
Vol 3 (2) ◽  
pp. 71-77
Author(s):  
M.A. Navarro Guerrero ◽  
J.R. Rojano-Cáceres ◽  
A. Sánchez Orea

La inclusión es un tema con sobrada importancia hoy en día ya que al ser parte de las leyes se considera un asunto relacionado principalmente con los derechos humanos. De esta forma la inclusión en particular para personas con discapacidad, es un punto que las instituciones de educación superior deben tomar en cuenta no solo como parte del establecimiento de políticas gubernamentales, sino como el derecho de toda persona con discapacidad para recibir educación de calidad. Por ello, el presente artículo plantea una propuesta para que la evaluación de un programa de calidad tienda también a ser considerada en términos de su capacidad incluyente hacia la discapacidad. Inclusion is a topic with more than enough importance today, since being part of the law it is considered a related subject mainly to human rights. Thus the inclusion particularly for people with disabilities is an issue that higher education institutions should take into account not only as part of establishing government policies, but as the right of all persons with disabilities to receive quality education. Therefore this article presents a proposal for the assessment of a quality program store also to be considered in terms of their ability to disability inclusive.  

Author(s):  
Julia Alejandra Pezuk ◽  
Eduardo Natali Della Valentina ◽  
João Fernando Brinkmann dos Santos

A educação é um direito universal de todos os indivíduos que prevê a formação do ser humano no conhecimento disponível. No entanto, sabemos atualmente que a educação requer adequações para diversas situações a fim de que seja inclusiva e para todos, e inclua educandos portadores de necessidade especiais para garantir a eles os mesmos direitos e oportunidades. Nesse contexto entender melhor a qualidade e a forma como a educação é feita para todas as pessoas, especialmente para aqueles indivíduos que tem necessidades especiais é fundamental. Por isso a presente pesquisa refere-se a uma revisão de literatura estruturada pelo tema “o direito à educação de qualidade das pessoas com necessidades educativas especiais na perspectiva inclusiva”. Na busca por entender Assim, por meio desta revisão, se objetiva apontar o direito à educação de qualidade a todos, referenciando diversos documentos legais desde a “Declaração Universal dos Direitos Humanos” de 1948 até a “Convenção Internacional Sobre os Direitos das Pessoas com Deficiência” de 2009, compilando informações e propostas de valorização para o atendimento a pessoas com deficiência, transtornos globais de desenvolvimento e altas habilidades na escola inclusiva. É imprescindível notar que a convergência desses documentos garante acesso, permanência e participação a todos, incluindo, portanto, educandos portadores de necessidades especiais.Palavras-chave: Inclusão. Qualidade. Direito. Educação.AbstractEducation is a universal right for all individuals, also called learners, that guarantee the formation of human using the available knowledge that we have today. However, we currently know that education requires adaptations to diverse situations in order to be inclusive and for all, to be capable to include learners with special needs to guarantee to them the same rights and opportunities. In this context, understanding better the quality and the way education is made for all learner, especially for those individuals who have special needs its fundamental. Therefore, the present research refers to a literature-structured review by the theme "the right to quality education of people with special educational needs in an inclusive perspective". The aim of this review is to highlight the right education with quality for everyone, referencing various legal documents from the Universal Declaration of Human Rights of 1948 to the International Convention on the Rights of Persons with Disabilities "Of 2009, compiling information and valuation proposals for the care of people with disabilities, global developmental disorders and high skills in inclusive school. It is important to note that the convergence of these documents guarantees access, permanence and participation to all learners, including, therefore, students with special needs.Keywords: Inclusion. Quality. Right. Education.


2019 ◽  
pp. 90-99
Author(s):  
Julio Meza Díaz

El presente artículo trata sobre la función social del museo y sus acciones a favor de los derechos igualitarios de las personas con discapacidad, dentro de lo establecido por la Convención Sobre los Derechos de las Personas con Discapacidad (CDPD). Los museos pueden efectivizar los derechos contenidos en el artículo 30 de la CDPD, es decir, el derecho a la accesibilidad a la cultura y a la posibilidad del desarrollo de una agencia artística.  Palabras clave: museos, discapacidad, derechos humanos, accesibilidad a la cultura, desarrollo de la agencia en el campo de la cultura.   AbstractThis paper deals with the social function of the museum and its actions in favor of the equal rights of persons with disabilities, within the provisions of the Convention on the Rights of Persons with Disabilities (CDPD). Museums can make effective the rights contained in article 30 of the CRPD, that is, the right to access to the culture and the right to the possibility to develop an artistic agency. Keywords: museums, disability, human rights, accessibility to culture, development of the agency in the field of culture.


1970 ◽  
pp. 329-342
Author(s):  
Boubacar Sidi Diallo

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.


2017 ◽  
Vol 6 ◽  
Author(s):  
Desire Chiwandire ◽  
Louise Vincent

Background: South Africa’s Constitution guarantees everyone, including persons with disabilities, the right to education. A variety of laws are in place obliging higher education institutions to provide appropriate physical access to education sites for all. In practice, however, many buildings remain inaccessible to people with physical disabilities.Objectives: To describe what measures South African universities are taking to make their built environments more accessible to students with diverse types of disabilities, and to assess the adequacy of such measures.Method: We conducted semi-structured in-depth face-to-face interviews with disability unit staff members (DUSMs) based at 10 different public universities in South Africa.Results: Challenges with promoting higher education accessibility for wheelchair users include the preservation and heritage justification for failing to modify older buildings, ad hoc approaches to creating accessible environments and failure to address access to toilets, libraries and transport facilities for wheelchair users.Conclusion: South African universities are still not places where all students are equally able to integrate socially. DUSMs know what ought to be done to make campuses more accessible and welcoming to students with disabilities and should be empowered to play a leading role in sensitising non-disabled members of universities, to create greater awareness of, and appreciation for, the multiple ways in which wheelchair user students continue to be excluded from full participation in university life. South African universities need to adopt a systemic approach to inclusion, which fosters an understanding of inclusion as a fundamental right rather than as a luxury.


2021 ◽  
Vol 5 (IV) ◽  
pp. 34-42
Author(s):  
Dr. Ram Charan Meena,

Persons with disabilities have the right to enjoy the human rights to life, liberty, equality, security and dignity as human beings. However, due to social apathy, psychological barriers, a limited definition of “disability” entitled to the protection of the law and lack of proper data, persons with disabilities in India remain an invisible category. Although many laws set out to ensure their full and effective participation in society, they remain inadequate as they are based primarily on the discretion of the government. Also, the judiciary acts as the real protector of persons with disabilities whenever an opportunity arises, but it is not possible to approach the judiciary for every request. Unless the foundation of the law is strengthened, persons with disabilities cannot fully exercise their rights. The present research paper mentions the contemporary situation of people with disabilities with the current laws and concepts, and also the researcher believes that it is not only the law that will provide a solution to this problem, it is the change in the outlook of the society which may provide a solution to this problem. Thus, the horizons of the law should be expanded to provide a “human friendly environment” for all persons with disabilities to remove the barriers that impede their development. With timely implementation the time has come for effective legislation to protect their interests and empower their capabilities which are based on “rights–based approach” rather than charity, medical or social approach.


2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Rachmadani Fatria Agung Gumelar ◽  
Martinus Sardi

Persons with disabilities still find it difficult to find and obtain work because they are considered less productive and incapable to work. However, every human being has human rights including the right to obtain work and to persons with disabilities. This study aims to understand the Indonesian government's role based on human rights instruments' concern for work opportunities. The research used a normative study with a descriptive qualitative analysis which is focused on library research and analysis of the compilation of written data. The author found that the role of government is through policies and realization on the program where the direction not only supervision within sanction to the employer but also develop quality and placement of disabilities workforce, open special labor market and promotion to all stakeholder for providing recruitment. Nonetheless, the national government role in the realization of obligation from the human rights legal instruments both international or national still not comprehensively comply with the provision because the specific regulation relates to employment still have discrimination provision, absence of government technical regulation about disabilities employment, lack of regulation and policy measures to encourage private sectors for hire persons with disabilities.


Obiter ◽  
2019 ◽  
Vol 40 (3) ◽  
Author(s):  
Mokgadi Margaret Mokgokong ◽  
Moses Retselisitsoe Phooko

The history of South Africa is an unpleasant one. It was a society based on racial segregation with the promotion of Afrikaner culture and the Afrikaans language above all other languages. This can be traced to the architect of apartheid, the Afrikaner National Party, which introduced apartheid. Afrikaans-speaking people, through the Afrikaner National Party, dominated South Africa politically. Their language too, was promoted above all other languages. For example, Afrikaans enjoyed more privileges than other languages in that it was used for drafting laws, as the language of record in the courts and was also the only compulsory subject for learning. The apartheid government, through its racial policies, used the Afrikaans language as a tool to control Black South Africans in almost all spheres of life, including education, which had to be undertaken in Afrikaans. It is therefore no surprise that there were five universities that offered education mainly in Afrikaans. These are Stellenbosch University, University of the Free State, University of Pretoria, Potchefstroom University for Christian Higher Education (now North-West University) and Randse Afrikaanse Universiteit (now University of Johannesburg). The use of the Afrikaans language as an instrument for social control was not sustainable. The new constitutional dispensation ushered in an era wherein respect for fundamental human rights and freedoms is at the top of the South African agenda. The right to further education is constitutionally recognised in section 29(1)(b) of the Constitution of the Republic of South Africa, 1996. Section 29(2) of the Constitution further recognises and embraces the diversity of South African society and provides that “everyone has the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (s 29(b) of the Constitution). The State has an obligation to take reasonable measures on a progressive basis to ensure that further education is available and accessible (s 29(1)(b) of the Constitution). In ensuring “effective access to and implementation” of the right to further education, It is notable that, in its endeavour to make further education available and accessible, the State is required to consider several factors such as language policies. In an effort to facilitate the realisation of the right to further education, the Higher Education Act (101 of 1997) was enacted in order inter alia to “redress past discrimination and ensure representivity and equal access to higher education institutions” (preamble to the Act).In the UFS case (CC), the Constitutional Court applied section 29(1)(b) of the Constitution, which provides for the right to further education and the “right to receive education in the official language or languages of [one’s] choice”. This note centres on this decision and seeks to critically discuss and analyse both the majority and minority decisions of the Constitutional Court. The question presented is whether the Constitutional Court has given the public a solution to the issue surrounding the use of either Afrikaans or English as a language medium of instruction in the higher education sector and what the effect of this has been on the development of other languages. The case note is divided into five sections. The facts of the case, the issues put before the court for consideration and the finding of the court are discussed in part 2. Part 3 contains an analysis of the minority and majority judgments. Part 4 considers whether the court has given us any solutions. Part 5 sets out the authors’ recommendations and their conclusions.


2016 ◽  
Vol 3 (3) ◽  
pp. 254-345
Author(s):  
Klaus D. Beiter ◽  
Terence Karran ◽  
Kwadwo Appiagyei-Atua

Focusing on those countries that are members of the European Union, it may be noted that these countries are bound under international human rights agreements, such as the International Covenants on Civil and Political, and Economic, Social and Cultural Rights or the European Convention on Human Rights, to safeguard academic freedom under provisions providing for the right to freedom of expression, the right to education, and respect for ‘the freedom indispensable for scientific research.’ unesco’s Recommendation concerning the Status of Higher-Education Teaching Personnel, a ‘soft-law’ document of 1997, concretises international human rights requirements to be complied with to make the protection of the right to academic freedom effective. Relying on a set of human rights indicators, the present article assesses the extent to which the constitutions, laws on higher education, and other relevant legislation of eu states implement the Recommendation’s criteria. The situation of academic freedom in practice will not be assessed here. The results for the various countries have been quantified and countries ranked in accordance with ‘their performance.’ The assessment demonstrates that, overall, the state of the protection of the right to academic freedom in the law of European states is one of ‘ill-health.’ Institutional autonomy is being misconstrued as exhausting the concept of academic freedom, self-governance in higher education institutions sacrificed for ‘executive-style’ management, and employment security abrogated to cater for ‘changing employment needs’ in higher education.


Author(s):  
Ferran ARMENGOL FERRER

LABURPENA: Egonkortasuneko Mekanismo Europarrean (EME) baldintzapena nola aplikatzen den aztertuko dugu artikulu honetan, Europar Batasunaren esparruan aitortuta dauden oinarrizko eskubideen ikuspegitik. Horretarako, giza eskubideen alorrean nazioarteko hitzarmenak aplikatzearen alde egin duten jarrera doktrinalak hartu dira erreferentziatzat, Nazioarteko Diru Funtsak (NDF) eta nazioarteko beste finantza-erakunde batzuek garapen bidean diren herrialdeekiko operazioetan txertatu duten baldintzapenari muga jartzeko. Europar Batasunaren eremuan 2009-2010 urteetako zor publikoaren krisiari erantzuna emateko sortu diren organismoek eta, batez ere, EMEk (euro eremuan egonkortasuna ziurtatzeko organismoak,) ordea, egiturazko elementu gisa sartu dute baldintzapena haien operazioetan, NDFaren antzeko filosofia hartuta, hau da, zuhurtziaren bitartez lortu nahi dute hazkunde ekonomikoa, eta, horren ondorioz, oinarrizko eskubide batzuk ezin izan dira behar bezala gauzatu. Horrek mahai gainean jartzen du kontu bat, ea politika horiek bateragarri ote diren Europar Batasunaren helburu eta printzipioekin; hasiera batean «zuzenbidezko komunitatea» esamoldeaz definitu baitzuten EB, eta giza eskubideetan oinarrituta eraiki. Justizia Auzitegiak horri buruz idatzi zuen lehenengo epai —goiztiarrak— (Pringle epaiak), ordea, ez zuen zehaztu EMEren baldintzapenak Europar Batasunaren xede eta printzipioekin eta giza eskubideekiko errespetuarekin bat egiten ote duen. Hala ere, badirudi irizpide hori aldatzen ari dela, Ledra Advertising-en duela gutxi eman den epaiaren harira; izan ere, jabetzarako eskubideari dei egiteko atea ireki du, baldintzapena ezartzearen ondorioz eragindako kalteengatiko ordaina eskatzeari dagokionez. Hortaz, EME Europako Diru Funtsean eraldatuta bakarrik heldu ahalko zaie oinarrizko eskubideei, EME erkideko erakunde gisa eratzen bada, baldintzapenaren ondorio kaltegarriak geldiarazteari edo arintzeari begira. Are gehiago, Europako Diru Funtsean baldintzapena judizialki kontrolatzea erreferentea izan liteke nazioarteko beste finantza-erakunde batzuentzat. RESUMEN: El presente artículo analiza la aplicación de la condicionalidad en el Mecanismo Europeo de Estabilidad (MEDE) desde la perspectiva de los derechos fundamentales reconocidos en el ámbito de la Unión Europea. A tal efecto, se toman como referencia las posiciones doctrinales que han venido defendiendo la aplicación de los convenios internacionales en materia de derechos humanos como límite a la condicionalidad introducida por el FMI y otras instituciones financieras internacionales en sus operaciones con los países en desarrollo. Los organismos creados en el ámbito de la Unión Europea para dar respuesta a la crisis de la Deuda pública de 2009-10, y de modo singular el MEDE, organismo creado para garantizar la estabilidad de la zona euro, han introducido, sin embargo, la condicionalidad como un elemento estructural en sus operaciones, con una filosofía parecida a la del FMI, es decir, conseguir el crecimiento económico a partir de la austeridad, con lo que se ha visto perjudicado el ejercicio de diversos derechos fundamentales. Ello plantea la cuestión de la compatibilidad de tales políticas con los objetivos y principios de la Unión Europea, definida en su día como «Comunidad de Derecho» y fundada sobre los valores de los derechos humanos. La primera —y temprana— sentencia dictada al respecto por el Tribunal de Justicia (sentencia Pringle) dejó, sin embargo, en el aire la cuestión de la compatibilidad de la condicionalidad del MEDE con los objetivos y principios de la Unión Europea y el respeto de los derechos humanos. Parece, no obstante, que este criterio tiende a modificarse a partir del reciente fallo en Ledra Advertising, que ha abierto la puerta a invocar el derecho de propiedad para ser indemnizado por los daños causados por la aplicación de la condicionalidad. Con todo, será a partir de la transformación del MEDE en el Fondo Monetario Europeo, si éste se constituye como institución comunitaria, como puede hacerse efectiva la invocación de los derechos fundamentales para frenar o mitigar los efectos perjudiciales de la condicionalidad. Más aún, el control judicial de la condicionalidad en el FME podría servir como referente para otras instituciones financieras internacionales. ABSTRACT: This article analyses the application of conditionality within the European Stability Mechanism (ESM) from the perspective of the fundamental rights recognized within the EU. To this end, we take as a reference the doctrinal positions that have been defending the application of international conventions on human rights as a limit to the conditionality introduced by the IMF and another financial international institutions in their operations with developing countries. The public agencies created within the EU in order to meet the demands of the public debt crisis of 2009-10, and specifically the ESM, a body created to guarantee the Euro zone’s stability, have nonetheless introduced the conditionality as a structural element in their operations, with a philosophy comparable to that of the IMF, i.e. to achieve economic growth from austerity, thus impairing the exercise of several fundamental rights. That raises the question of compatibility of those policies with the objectives and principles of the EU, defined one day as a «community of law» and founded upon the values of fundamental rights. The first —and early— judgement delivered on this ground by the European Court of Justice (Pringle case) left nevertheless in the air the compatibility of the conditionality of ESM with the objectives and principles of the EU and with the respect to human rights. It seems however that this criteria tends to be modified by the recent judgment Ledra Advertising that opened the door to invoke the right to property in order to be compensated by damages caused as a consequence of conditionality. Even so, it will be after the transformation of the ESM into an European Monetary Fund, if this is constituted as a Community institution, that invoking fundamental rights shall be effective in order to stop or mitigate the adverse effects of conditionality. What is more, the judicial control over conditionality within the EMF might serve as a reference for other international financial institutions.


2020 ◽  
Vol 32 (2) ◽  
pp. 297-319
Author(s):  
Norita Azmi ◽  
◽  
Salawati Mat Basir

Issues related to the disabled right in the country continue to attract criticism and debate, as implementation is very slow and weak. The disabled have the right to live like other normal people, which includes protection in times of danger and emergency. One of the important mechanism for the care of the disabled is through legal means. The government has signed the United Nations Convention on the Rights of Persons with Disabilities (CRPD) as part of its efforts to empower and protect this minority group. As such, the government has taken the initiative to enact the Persons with Disabilities Act 2008 and ratified the Convention on the Rights of Persons with Disabilities (CRPD) in 2010 as one of the government’s commitments in complying with international human rights conventions as long these do not against the Federal Constitution. This article aims to uncover and analyse the legal provisions in Malaysia relating to the disabled and their right to live, as stated in the Federal Constitution and relevant legal provisions. In essence, this shows that Malaysia, as a member of the UN, is bound to adopt international laws and treaties on human rights if these do not violate local norms and values. At the end of the discussion, some ideas are presented as solutions for the government to improve the issue of disabled persons so that in the eyes of the world, Malaysia will be recognized as one of the countries that cares for and defends its disabled, in line with the Convention on the Rights of Persons with Disabilities 2008.


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