The Dimensions of Social Inclusion in the Right to Education (original) (raw)
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EDUCATION AS HUMAN RIGHT: INCLUSION AND SOCIAL JUSTICE
In addition, I would like to thank Dr. Dóra S. Bjarnason, professor of Sociology and Disability studies and chairperson of the newly formed research centre on inclusive education, for her insights into the world of disability and the struggles of disabled people to gain social capital, not least for bringing me into closer contacts with many of my participants during her course on Inclusive education in which I was her student. My heartfelt gratitude goes to parents of those disabled children, for allowing me to probe into their sensitive lives and those of their beloved children.
2023
Inclusive education is widely recognized as a fundamental human right for all individuals and it is based on the widely approved belief that equal education contributes to individual and social wellbeing. However, many students with special educational needs continue to be systematically segregated into "special classrooms", which circumvents their right to inclusive education. The objective of this study is to investigate the ways in which inclusive education is related to human rights, to make recommendations and finally, draw conclusions with respect to the right of inclusive education for disadvantaged groups of children. To realize this aim, a descriptive study has been conducted in order to provide concrete information from both the Greek and international literature.
Equal and Inclusive Education as a Prevailing Challenge to the Right to Education
Scientific Papers of Silesian University of Technology. Organization and Management Series, 2018
The role of education is indisputable in our culture. From the moment we are born we are constantly learning new information and skills. Education has such an importance that we recognize it as a part of human rights. Nobody disputes that children have the right to education. The second article of the universal declaration of human rights declares that rights should create conditions for equality. Therefore education should be equal for all children. Nevertheless, is this the reality in all cases? In Slovakia for example, (but also in many other countries in the world) we have plenty of problems with inclusive education. Sociologist Zuzana Kusá argues that in Slovakia there is a trend to separate the children which are deemed "normal" from the disadvantaged and to create special classes for the latter group. The right to education should involve inclusion and should create cooperative conditions for the learning of children. Slovakia is one of the countries that do not provide a cohesive inclusion of all children. Therefore, we shall examine the current state of the right to education and analyze how we could improve its deficiencies. We will use the concept of affirmative action (positive discrimination) as presented by Michael Sandel in the title "Justice. What´s the right thing to do?" The second concept that we will examine is the concept of equality of opportunity, as presented by John Rawls and others. We will investigate how these two concepts might help us with an improvement of the right to education and how they could fix some of the prevailing issues for example faced in Slovakia´s educational system.
Inclusion in socio-educational frames : inclusive school cases in four European countries
2017
The paper has been discussed at the Faculty Board meeting of the Faculty of Education of the Lithuanian University of Educational Sciences of the 7th of April, 2017 (Minutes No. UM7-10), and has been recommended for publication. This book is written while implementing the project "Inclusive Education: Socio-Psychological, Educational and Social Aspects" in the frame of Erasmus+ programme. Key Action 2-Cooperation for innovation and the exchange of good practices. Project number 2014-1-LT01-KA200-000595.
2007
A word of thanks to the following people who made this thesis possible: To God who shows me the way and opens all the right doors for me, thank you. Dr Elda de Waal: Thank you for so generously sharing your knowledge with me. You are the best promoter a student can have. You have become a colleague and dear friend to look up to and respect. Prof. Charlie Russo: I appreciate your contribution by taking my thesis with you to the USA for critical reading. Your positive notes opened my eyes and gave me the perspective I needed. It was an enormous honour to have you on board as international academic. Dr Mirna Nel: Thank you for being a national critical reader to this thesis. Your enthusiasm regarding inclusion has assisted me to put inclusion, in the South African context, in focus. Denise Kocks: Thank you for the linguistic care you took with this research. You have a talent to make everything sound so perfect.
For the Right to Learn: The Contributions of the Social Model of Disability to School Inclusion
Educação em Revista, 2022
This theoretical article, elaborated from an integrative literature review process, makes an unswerving defense of the concept of inclusion, taken as a cornerstone, the production of a democratic and liberating educational practice. It challenges head-on the temporarily suspended Presidential Decree no. 10.502 of September 30, 2020, which establishes the new National Policy for Special Education, believing that it is based on a fragile idea of inclusion as restricted to the presence of students with disabilities in regular classrooms, without considering the deep and unpostponable transformations that the supposedly inclusive denotes to enable everyone to learn satisfactorily, with a view to equal participation in society. The theoretical scope which guides the critical lines established herein refers to the literature conventionally called the social model of disability, which has the understanding of disability under the prism of historical production as its central idea and from the perspective that the person with a disability is not reduced to their deficit. The texts employed in this article take this assumption as a driving force when visualizing in the experience of disability endless educational possibilities which allow enriching and complexifying human development and the ways of intervention concerning the environment around us from original platforms with a positive impact in the whole collectivity. It links such relationships in school environments to curricular adjustments, didactic reconfigurations, construction of accessible spaces, and the transformation of the very meaning by which disability is conceived in the school terrain.
University of Debrecen Faculty of Health, 2021
The relationship between school integration and special educational needs (hereinafter: SEN) is analyzed in the framework of an international resarch in this study. In the theoretical part the process of segregation, integration and inclusion is introduced, and also the use of the concepts is dicussed. The integration in the school system means the approach and practice against segregated education of students with disabilities with the aim to eliminate segregated education. SEN is not a diagnostic but an educational concept, and the its special pedagogy and legal term do not coincide. The research was extended to Ukrainian (the Transcarparthian n=280), Polish (n=271) and Hungarian students (n=552). The results show that school inclusion and social support are increased by school success. Success can increase the selfesteem of students with learning problems, which co-occures Keywords inclusion, exclusion, special educational needs (SEN), behavioural problems with learning disabilities 1 The study-Mihály Fónai (2020): A sajátos nevelési igény és az inklúzió összefüggései nemzetközi kutatás tapasztalatai alapján. [Relationships between special educational needs and inclusion based on the experience of an international research.] In: János Tibor Karlovitz (ed.): Jogok és lehetőségek a társadalomban. [Rights and opportunities in society.] International Research Institute s.r.o. Komárno. pp. 239-255.-was written by its content completion and reconstruction.
Inclusive education, the dilemma of identity and the common good
Theory and Research in Education, 2019
Accounts of inclusive education that locate the concept of inclusion within theories of individual rights face two problems. The first problem, called 'the dilemma of identity', assumes that on one hand we need communities to develop and ensure a sense of identity and a feeling of social inclusion, whereas on the other hand, inclusion is only partly ensured via such forms of inclusion. Inclusion necessarily entails participation in societal goods such as education. The second issue is that those rights accounts do not take seriously the distinctive social nature of inclusion. In this article, I suggest a basic distinction between communal and societal inclusion that serves as a background for a fundamental suggestion: to conceptualise rights to inclusive education as part of an account of inclusion as a common good.