Inclusive Education for Refugee Children With Disabilities in Berlin—The Decisive Role of Parental Support

Decisive Role ◽

Theory And Practice ◽

Refugee Children ◽

Structural Level ◽

Human Right ◽

Inclusive education for persons with disabilities, although an internationally recognized human right, is far from being fully and adequately implemented. Since this crucial human right does not only apply to citizens, the lack of implementation holds true for refugees, too. Therefore, the present research elaborates on the extent to which the right to inclusive education is ensured for refugee children with disabilities in Berlin as well as on the obstacles and challenges with regard to access to this right. The theoretical basis of this research is formed by an outline and discussion of the manifold legal frameworks on different relevant levels of law and is contextualized by pertinent key concepts. Shedding light on the discrepancy between theory and practice, problem-centered expert interviews with six social workers in Berlin were conducted. These interviews were evaluated and analyzed according to the so-called Grounded Theory. It will be shown that apart from structural shortcomings and resource shortages, the parents' capacity is one of the decisive aspects on which the prospects of inclusive schooling depend on. Within this context, the research focuses on the parent's capacity in terms of, inter alia, knowledge about the education and support system and their personal conditions in either facilitating or constraining their children's access to inclusive education as well as on the importance of social worker's support and consultation measures which aim at strengthening the parent's capacity. Interestingly, this approach shifts away the focus from accusations on a structural level of policymaking to suggestions of improving low-threshold support systems.

RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES AT STAKE IN LITHUANIA /KLAUSIMAI IR IŠŠŪKIAI DĖL NEGALIĄ TURINČIŲ VAIKŲ TEISĖS MOKYTIS ĮTRAUKAUS UGDYMO SĄLYGOMIS LIETUVOJE

SPECIALUSIS UGDYMAS / SPECIAL EDUCATION ◽

10.21277/se.v1i41.526 ◽

2020 ◽

Vol 1 (41) ◽

pp. 10

Author(s):

Jonas Ruškus

Keyword(s):

Human Rights ◽

Inclusive Education ◽

Medical Model ◽

Reasonable Accommodation ◽

State Party ◽

Educational Discourse ◽

The Right ◽

Human Rights Standards

Since 2010 Lithuania is a State Party of the Convention on the Rights of Persons with Disabilities of the United Nations. The development of education policy in Lithuania as concerns the right to inclusive education for children with disabilities is analysed as well as the factual trends of education of children with disabilities in segregated and regular educational settings. Author explores the assumption that intersection of the patterns of medical model of and neoliberal mindset in educational discourse impedes the implementation of human rights standards, reasonable accommodation particularly.Nuo 2010 m. Lietuva yra Jungtinių Tautų Neįgaliųjų teisių konvencijos šalis narė. Analizuojama švietimo politikos plėtra Lietuvoje, atsižvelgiant į neįgalių vaikų teisę į įtraukųjį ugdymą, taip pat faktinės neįgalių vaikų ugdymo tendencijos segregacinėje ir įprastoje ugdymo aplinkoje. Autorius nagrinėja prielaidą, kad medicininio modelio ir neoliberalios mąstysenos struktūrų susikirtimas edukaciniame diskurse trukdo įgyvendinti žmogaus teisių standartus, ypač tinkamą sąlygų pritaikymą.

ON SOME FEATURES OF THE IMPLEMENTATION OF THE RIGHT TO INCLUSIVE EDUCATIONS OF HUMAN WITH DISABILITIES IN UKRAINE

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2020.82e11 ◽

2020 ◽

Vol 8 (2) ◽

pp. 102-108

Author(s):

Oleksandr Mikhailovich Shevchuk ◽

Sergii Mikhailovich Mokhonchuk ◽

Oleksandr Volodimirovich Lysodyed ◽

Valentyna Vasylivna Mamonova

Keyword(s):

Human Rights ◽

Inclusive Education ◽

Comparative Method ◽

Legal Regulation ◽

Synthesis Methods ◽

Human Right ◽

Advantages And Disadvantages ◽

Legal Problems ◽

Purpose: This article is devoted to the search for effective solutions to modern legal problems of the realization of human rights, including children, for inclusive education in Ukraine. Methodology: The method of integral analysis of legal regulation in the field of inclusive education in Ukraine has allowed us to consider it in development and interconnection to reveal the existing directions and patterns as a whole. The comparative method has come in handy in the study of legislation governing the right of people to inclusive education. Modeling, analysis, and synthesis methods have revealed the advantages and disadvantages of legal regulation in the field of inclusive education. Main findings: The article discusses the features of legal problems of the implementation of rights to inclusive education of humans with limited opportunities in Ukraine. Possible ways of improving the legal regulation of the implementation of human rights to inclusive education are proposed. According to the authors, one of such methods is the passing of separate legislative, legal norms regarding the development of inclusive education for children with various functional disorders, the development of inclusive education at higher educational institutions. The authors substantiate the conclusion that the human right to inclusive education at the international level is a legal human right that has great practical value for students with disabilities and should exclude any form of discrimination. Implications: This article can be used in the practical activities of lawyers, students, and teachers of law higher education, and is also recommended for review by persons with disabilities. Novelty: This study examined the problems of legal support of human rights to inclusive education in Ukraine and suggested ways to solve them.

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 ◽

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.

Organization of inclusive physical education classes for persons with disabilities

SCIENTIFIC WORK ◽

10.36719/2663-4619/67/54-57 ◽

2021 ◽

Vol 67 (06) ◽

pp. 54-57

Author(s):

Zülfiyyə Asim qızı Yolçiyeva ◽

Keyword(s):

Physical Education ◽

Inclusive Education ◽

People With Disabilities ◽

The Body ◽

Social Model ◽

Teaching Methodology ◽

Main Task ◽

The Social

As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

Magistra Iadertina ◽

10.15291/magistra.822 ◽

2012 ◽

Vol 7 (1.) ◽

Author(s):

Matilda Karamatić Brčić

Keyword(s):

Inclusive Education ◽

Teaching And Learning ◽

Compulsory Education ◽

Educational Practice ◽

Special Educational Needs ◽

Inclusive School ◽

Educational Need ◽

The Right ◽

Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

Promoting Inclusive Education in Mongolia

10.22617/wps200305-2 ◽

2020 ◽

Author(s):

Karin Schelzig ◽

Kirsty Newman

Keyword(s):

Inclusive Education ◽

Education System ◽

Best Practice ◽

School Administrators ◽

Quality Education ◽

Capital City ◽

Policy Framework ◽

The Sustainable Development ◽

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

Monitoring State Compliance with the UN Convention on the Rights of the Child - Children’s Well-Being: Indicators and Research ◽

Article 22: The Right to Protection for Refugee and Asylum-Seeking Children

10.1007/978-3-030-84647-3_36 ◽

2022 ◽

pp. 357-367

Author(s):

Christian Whalen

Keyword(s):

Due Process ◽

Hague Convention ◽

Refugee Children ◽

Best Interest ◽

Human Right ◽

Refugee Child ◽

Residency Status ◽

Alternative Measures ◽

Children First ◽

AbstractArticle 22 guarantees the substantive application of all Convention rights to the particular situation of asylum seeking and refugee children, and also guarantees them protection and assistance in advancing their immigration and residency status claims and in overcoming the hurdles posed by international migration channels, including guarantees of due process. The rights of refugee and asylum-seeking children can be analyzed in relation to four essential attributes. First of all, Article 22 insists upon appropriate protection and humanitarian assistance. Refugee children are not granted a special status under the Convention, but they are not given any lesser status. They are to be treated as children first and foremost and not as migrants per se, in the sense that national immigration policy cannot trump child rights. The basic rights to education, health, and child welfare of these children needs to be protected to the same extent, and as much as possible, as children who are nationals of the host country. The second attribute preserves the rights of refugee children not only under the Convention but under all other international human right treaties and humanitarian instruments binding on the relevant States Party. These may include, for many governments, the 1951 Refugee Convention, the Convention on the Reduction of Statelessness, the Geneva Conventions and the Hague Convention for the Protection of Minors, 1961, among others. A third attribute of Article 22 insists upon the duty to protect and assist refugee children. This entails a clear duty to provide children with appropriate due process rights throughout their asylum and refugee claims procedures, including the child’s right to be heard and participate in all the processes determining the child’s residence or immigration status, border admission, deportation, repatriation, detention, alternative measures, or placement, including best interest determination processes. The fourth and final attribute of Article 22 asserts that two basic principles should guide each activity with the refugee child: the best interests of the child and the principle of family unity.

Art.7 Children with Disabilities

The UN Convention on the Rights of Persons with Disabilities ◽

10.1093/law/9780198810667.003.0008 ◽

2018 ◽

Author(s):

Bantekas Ilias

Keyword(s):

United Nations ◽

Best Interests ◽

Right To Life ◽

Rights Of The Child ◽

General Welfare ◽

Survival And Development ◽

United Nations Convention ◽

This chapter examines Article 7 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The first instrument to specifically address the rights of children with disabilities was the 1989 Convention on the Rights of the Child (CRC).The CRC recognizes four key guiding principles that permeate our understanding and construction of all pertinent rights related to children. These principles are: a) the best interests of the child (Article 3 CRC); b) respect for the views of the child (Article 12 CRC); c) the right to life, survival, and development (Article 6 CRC); and d) non-discrimination (Article 2 CRC). The CRC was also the first instrument specifically to address the rights of children with disabilities, particularly in Article 2(1) (non-discrimination) and Article 23 (general welfare for disabled children). However, Article 7 CRPD and other children-related rights in the CRPD (eg Article 23) constitute a significant improvement to Article 23 CRC.

Recognizing and Respecting the Rights of Children with Disabilities in the Classroom

International Journal of Education ◽

10.5296/ije.v8i3.9444 ◽

2016 ◽

Vol 8 (3) ◽

pp. 1

Author(s):

Cornelia Schneider

Keyword(s):

Children's Rights ◽

Relationship Building ◽

Children’S Rights ◽

Social Model ◽

Human Beings ◽

Social Model Of Disability ◽

Rights Of The Child ◽

The UN Convention on the Rights of the Child was adopted and ratified in 1990 by the UN General Assembly, and signed by most member countries of the United Nations. However, its implementation is slow, complex, and can to-date be considered as incomplete in most countries, particularly as children’s rights often seem to be in contradiction with traditional perceptions of children as dependent, immature and incompetent human beings under their parents’ tutelage. Furthermore, it appears that children’s rights are at risk of colliding with the rights of the family. These issues are even more strongly highlighted when it comes to children with disabilities, as those children often are perceived as vulnerable and incompetent. The UN Convention on the Rights of Persons with Disabilities of 2006 emphasizes the right to full participation based on the social model of disability, including the right to inclusive education for children with disabilities. This article addresses both conventions, the contradictions within but also with each other, which impede the rights of children with disabilities as much as traditional perceptions of childhood do. It will then demonstrate how the recognition of the rights of children with disabilities can be improved by using the frameworks of sociology of childhood (Corsaro, 2015) and the work on relationship building and solidarity by Honneth (1995). Lastly, the article will give examples of how to implement and respect the rights of children with disabilities in schools, by using the example of the Index for Inclusion.

History of Special Education in South Africa and the Challenges of Inclusive Education

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.434 ◽

2019 ◽

Author(s):

Sigamoney Manicka Naicker

Keyword(s):

South Africa ◽

Special Education ◽

Inclusive Education ◽

Theory And Practice ◽

Structural Level ◽

Single System ◽

Depth Analysis ◽

History Of Special Education ◽

Inclusive System ◽

History Of

Altering a dual system of education (special and ordinary) in South Africa to an inclusive system requires substantial change in terms of thinking and practice. After almost 20 years of implementing Education White Paper 6 (published by South Africa’s Department of Education in 2001), it is very important that theories, assumptions, practices, models, and tools are put under intense scrutiny for such an inclusive policy to work. Such a single system of education should develop the capacity to address barriers to learning if it wants to include all learners into the system. What are the main barriers that deprive learners from access to a single system of education and what changes should take place so that a truly inclusive system can be created? South Africa introduced seven white papers in education but all of them were implemented in ways that were not entirely influenced by the theory and practice of inclusive education. Inclusive education requires the system to change at a structural level so that mainstream education takes ownership of the ideology and practice of inclusive education. This change should bring about consistency in relation to other white papers; for example, curriculum development, early childhood education, and adult education. In implementing inclusive education, South Africa did not take seriously the various barriers to inclusion, such as curriculum, in providing access to learners who experience difficulties. Thus, an in-depth analysis of the history of special education is provided, with a view toward specifying recommendations for attempts to create the right conditions for a truly inclusive system of education in South Africa.