Inclusive education as a human right

2020 ◽  
pp. 79-99 ◽  
Author(s):  
Juliet Davis ◽  
Jenna Gillett-Swan ◽  
Linda J. Graham ◽  
Cátia Malaquias
Keyword(s):  
Inclusive Education ◽  
Human Right

scholarly journals La Educación Inclusiva como un derecho humano

2019 ◽  
pp. 24-31
Author(s):  
Eliseo Guajardo-Ramos ◽  
Fanny Elizabeth Corral-Carteño ◽  
Laura Padilla-Castro ◽  
Alma Janeth Moreno-Aguirre
Keyword(s):  
Quality Of Life ◽  
Education Policy ◽  
Inclusive Education ◽  
Human Right ◽  
International Agencies ◽  
Inclusive Education Policy ◽  
Educational Inclusion ◽  
The Impact ◽  
Over Time

The interest of many scholars in the field of education to contribute to the task of moving from an educational inclusion policy towards an inclusive education policy involves aspects that go beyond recognizing the issues being addressed. At first, it represents the identification and analysis of the contributions of experts who have problematized on the different contexts surrounding the issue of inclusion in education for several decades. Proposals, initiatives and actions derived from each of the different scenarios mentioned, both by national and international agencies over time, have laid the foundations for inclusive education to approach its consolidation as a fundamental human right. At the same time, the impact of the results of an inclusive education for the benefit of the quality of life of those who have identified themselves as socially violated subjects over time is analized.

scholarly journals Inclusive Education from a Very Beginning: Yerevan School N20 Principal's Narrative

2021 ◽  
Vol 3 (1) ◽  
pp. 7-13
Author(s):  
Anahit Khosrovyan
Keyword(s):  
Developing Countries ◽  
United Nations ◽  
Inclusive Education ◽  
Disabled Persons ◽  
Special Educational Needs ◽  
Human Right ◽  
Regular School ◽  
Special Education Needs ◽  
The United Nations ◽  
Access And Quality

There are more than one billion “disabled persons” worldwide, 10% of whom are children mostly living in developing countries. Within the United Nations (UN) the term “disability” is defined as “any restriction or lack (resulting from an impairment) of ability to perform an activity in the way or within the range considered normal for a human being” (Sharma, 2015). The UN and the United Nations Children’s Fund (UNICEF) endeavor for all children to have equitable access to education as a basic human right. Education is critical for children to develop their human capital and enhance their upcoming economic and social prospects (Sharma, 2015). The “Salamanca Statement” adopted at the “World Conference on Special Educational Needs: Access and Quality” called upon all governments and urged them to: adopt as a matter of law or policy the principles of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing otherwise (UNESCO, 1994).             In developing countries understanding of inclusive education is closely related to the special education needs of students and their participation in regular school classes. From this perspective, this paper aims to tell a story of one school in Yerevan, the capital of Armenia from the very beginning till nowadays.

Włączenie dzieci ze specjalnymi potrzebami edukacyjnymi w proces edukacji ogólnodostępnej

2018 ◽  
Vol LXXVIII (5) ◽  
pp. 353-363
Author(s):  
Gulzhan Orazayeva ◽  
Gulzhan Tulebiyeva
Keyword(s):  
Social Issue ◽  
Inclusive Education ◽  
Legal Issues ◽  
Quality Education ◽  
Active Part ◽  
Negative Consequences ◽  
Special Educational Needs ◽  
Human Right ◽  
Empirical Base ◽  
Main Thing

The problem of inclusive education is complex, debatable, but the main thing is that it is really a social issue because it affects the interests of a large number of people. The international community relates inclusive education to the category of legal issues as it calls upon the human right to quality education throughout life. Inclusive education is the state's policy that aims to remove barriers and enable all children to take an active part in education. Inclusive education is just beginning to develop in Kazakhstan. While school is not ready for serious reforms, it can and should take steps forward. Methodological provision for the inclusive educational space is still at the stage of primary development and testing, which considerably complicates the process of introducing practical solutions as methodological support requires a solid empirical base. Further improvement of the system of inclusive education for children with special educational needs requires, first of all, deep scientific understanding and modeling; also, all possible positive and negative consequences should be forecast.

scholarly journals Inclusive education for Roma children in Albania and Belarus (legal situation, accessibility, opportunities to learn in own language and support of ethnic identity)

2018 ◽  
Vol 71 (1) ◽  
pp. 195-211
Author(s):  
Manjola Zaçellari ◽  
Heliona Miço ◽  
Irina Sinitsa
Keyword(s):  
Inclusive Education ◽  
Minority Group ◽  
Transitional Period ◽  
Access To Education ◽  
Human Right ◽  
Right To Education ◽  
Governmental Organizations ◽  
National Minorities ◽  
Non Governmental Organizations ◽  
The Right

AbstractThis article is devoted to the analysis of the situation regarding the education of Roma children in Albania and Belarus, evidencing the similarities and differences in legislation and policies in both countries, aiming at highlighting the best practices for each state. The study also analyses whether there is any real approach for inclu­sive education, despite the legislation in force in both countries, as well as evaluating the next steps to be followed for achieving inclusive education for Roma children, whether as part of a minority group or not. Inclusive education is the main focus of those European policies and legislation that guarantees the right to education to everyone. Vulnerability and marginalization are present in all countries. Even the more developed societies have categories of their population that are defined as vulnerable or marginalized. They may not suffer from poverty, but other factors, such as disability or linguistic/ethnic particularities can be sources of marginalization and underachievement. Every human being is different. Because of this diversity, the law should find ways of treating everybody as equal, and with the same access to education and to every other human right. One of the main causes of discrimination and lack of access to education is being a member of a minority group, especially those ones which are not fully recognised as national minorities, such as the Roma. After the fall of communism in Albania, the transitional period towards a democratic system affected the right to education for Roma children, making them suffer from a lack of access to education. The same is reflected in Belarus, where the right to education for Roma children is more protected by non-governmental organizations rather than the state. Treating Roma children with equal access to education will not only help this marginalized group, but also the whole of society by accepting the differences as a normal phenomenon.

scholarly journals Madhumita Puri and George Abraham (eds.). Handbook of Inclusive Education for Educators, Administrators, and Planners: Within Walls, Without Boundaries. New Delhi: Sage Publications, 2004. 309 pages. Paperback. Indian Rs 450.00.

2003 ◽  
Vol 42 (3) ◽  
pp. 280-281
Author(s):  
Samina Nazli
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
New Delhi ◽  
Access To Education ◽  
Disabled Children ◽  
Barriers To Learning ◽  
Human Right ◽  
Learning Success ◽  
Strategic Approach ◽  
Common Goals

The book is a manual aimed at educators, administrators, and planners involved in dealing with disabled children. Although education is considered to be a basic human right, yet according to UNICEF some 113 million children have no access to education. For disabled children, “only 1 in every 50 children with disability has access to education” (p. 18). The manual has been organised in three parts. Part I is basically a bird’s eye view of Inclusive Education. The term is defined on page 25 of the book in the following words: “Inclusive education is concerned with removing all barriers to learning, and with the participation of all learners vulnerable to exclusion and marginalisation. It is a strategic approach designed to facilitate learning success for all children. It addresses the common goals of decreasing and overcoming all exclusion from the human right to education, at least at the elementary level, and enhancing access, participation, and learning success in quality basic education for all”.1

scholarly journals The role of non state actors in ensuring Indigenous right to education in na era of neoliberalism: an experiential account from India

2018 ◽  
Vol 2 (1) ◽  
pp. 111-139
Author(s):  
Navaneeta Rath ◽  
Annapurna Pandey
Keyword(s):  
Inclusive Education ◽  
State Intervention ◽  
Human Right ◽  
Right To Education ◽  
State Action ◽  
Education In India ◽  
Protection Of Human Rights ◽  
State Actors ◽  
Tribal Areas

Neo liberalism under globalisation makes an all-around attack against state intervention and promotes privatisation. Contrary to it, rising consciousness for inclusion and protection of human rights demands ensuring opportunities to all by increasing access, equality and quality. Education is a basic human right. But inclusive education in India is still a myth. Odisha , a constituent state of Indian federalism and housing 62 tribes has witnessed its limitations in universalising education at a micro level, particularly in the interior physically delinked tribal areas. Under such a situation, the non state actors have come forward to substitute and to supplement the state action. The present paper by adopting an exploratory design and resorting to qualitative method has tried to document the empirical experiences gained from the field on the effective innovations launched by a CSO. The objective of the paper is to indicate the efficacy of non state actors through CSO induced innovations experimented in the sample schools under empirical study, its adaptation by the local milieu and impact on the indigenous right to education. The paper concludes that the non state actors have come up in a great way to fill up the vacuum created by the withdrawal of state and are going to play a significant role in the governance of the flagship programmes and giving a fillip to the constitutional mandates.

21st Century Education for Special Needs Students

2022 ◽  
pp. 71-95
Author(s):  
Harpreet Kaur Dhir
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
21St Century ◽  
Special Education Students ◽  
Organizational Level ◽  
Students With Learning Disabilities ◽  
Human Right ◽  
Hyperactivity Disorder ◽  
Instructional Plans

Education is a human right—including students who have conditions requiring special education services. The purpose of this chapter is to promote inclusive education for students with learning disabilities due to diagnoses such as attention deficit hyperactivity disorder, autism, and more. A literature review includes a discussion pertaining to the elements of appropriate teaching methods compatible with developing 21st-century competencies for general education and special education students within the same classroom setting. Relative to employing strategies of differentiation and scaffolding while increasing cognition through experience-based lessons, this chapter provides examples from the author's classroom instructional plans. The content through action (CTA) method is presented as an ideal approach conducive to integrating 21st-century competencies through experiential lessons to teach the required content to students of various abilities. The chapter ends with recommendations on creating systemic change through building a support system at an organizational level.

Taking an (Inter)cultural View of Students with Disabilities to Promote Inclusive Practices Within the TESOL Field

2022 ◽  
pp. 438-452
Author(s):  
Davey Young
Keyword(s):  
Language Learning ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Inclusive Practices ◽  
Human Right ◽  
Affective Factors ◽  
Global Presence ◽  
Cognitive And Affective Factors ◽  
Definition Of ◽  
Specific Learning

Considering the TESOL field's global presence, much more can be done to prepare TESOL practitioners to teach inclusively, particularly with regard for students with disabilities, and in line with international policy. This chapter begins by conceptualizing disability and inclusive education before providing an overview of concerns related to TESOL teacher training for inclusive practices. Complicating cognitive and affective factors commonly experienced by students with specific learning difficulties (SpLDs) are briefly outlined. The author then advocates for adopting a social justice definition of culture to be adopted within the field and provides three sets of discussion/reflection questions to help TESOL practitioners connect their understanding of existing models of cultural competence and language acquisition with an understanding of how students with disabilities may experience language learning. The chapter concludes by contemplating some impending challenges and potential solutions for securing inclusive education as a human right within and across the field.

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