This report presents the key findings, conclusions and recommendations of the research on the use of assistive information technology (hereinafter called: assistive technology) in the instruction at primary schools in Macedonia.
The goals of the research were: (1) to document the current situation concerning the use of computers in the instruction at primary schools as a tool to improve the quality of the education of students with special educational needs, and (2) to identify the needs and possibilities concerning the use of assistive technology in the instruction.
The research was conducted in the context of the on-going long-term efforts of the educational authorities to build an inclusive and modern educational system, based on wide use of computers and information technology in the instruction. It was a part of the USAID program for e-accessible primary schools “Equal Access for Equal Opportunities”, implemented by the “Open the Windows” civic organization.
The Republic of Armenia undertook to promote, safeguard, and secure the full and equal enjoyment by persons with disabilities of their human rights and fundamental freedoms. Support should be extended to persons with disabilities from early childhood so as to ensure the full development of their potential and the possibility to be equal members of society. Sound qualitative and quantitative research, which will identify the existing gaps related to the environment and service delivery, is essential for the development and implementation of effective policies and programmes in the sector. The survey on the access to services for children with disabilities living in Armenia, carried out by UNICEF upon the request of the Ministry of Labour and Social Issues of the Republic of Armenia, is the first large-scale study of this type. It contains abundant data that will be used by the Government of Armenia for choosing policies to be implemented in the sector.
About 15% of the world population lives with some form of disability. Yet little is known about the economic lives of persons with disabilities, especially in developing countries. This paper uses for the ﬁrst time internationally comparable data to draw an economic proﬁle of persons with disabilities in 15 developing countries. In most countries, disability is found to be signiﬁcantly associated with higher multidimensional poverty as well as lower educational attainment, lower employment rates, and higher medical expenditures. Among persons with disabilities, persons aged 40 and above and persons with multiple disabilities were more likely to be multi-dimensionally poor
This paper argues that inclusion is the major challenge facing educational systems around the world. Reflecting on evidence from a programme of research carried out over the last ten years, it provides a framework for determining levers that can help to ease systems in a more inclusive direction. The focus is on factors within schools that influence the development of thinking and practice, as well as wider contextual factors that may constrain such developments. It is argued that many of the barriers experienced by learners arise from existing ways of thinking. Consequently, strategies for developing inclusive practices have to involve interruptions to thinking, in order to encourage an exploration of overlooked possibilities for moving practice forward.
The Convention on the Rights of Persons with Disabilities was the first human rights convention of the 21st Century. Drafted 17 years after the Convention on the Rights of the Child, and 27 years after the Convention on Elimination of Discrimination against Women, it brings a more progressive interpretation of principles and approaches to human rights and adds to the overall human rights discourse and understanding, not only in the field of disability. This is a fundamental contribution that has to be taken into consideration in our work for children in Geneva.
This paper sets out to examine the synergies between three key treaties of relevance to the rights of children with disabilities: the Convention on the Rights of the Child (1989), the Convention on the Rights of Persons with Disabilities (2006) and the Convention on the Elimination of all Forms of Discrimination against Women (1979). They each dovetail, reinforce, and elaborate the others, and contribute towards the goals of equality and inclusive development. Their inter-related nature was acknowledged in the Secretary General’s Status Report and Omnibus Resolution on children with disabilities, adopted by the UN General Assembly in 2011. Together they embody four core values of human rights law that are of particular importance in the context of disability.
• the dignity of each individual, who is deemed to be of inestimable value because of his/her inherent selfworth, and not because s/he is economically or otherwise ‘useful’;
• the concept of autonomy or self-determination, which is based on the presumption of a capacity for self-directed action and behaviour, and requires that the person be placed at the centre of all decisions affecting him/her;
• the inherent equality of all regardless of difference;
• the ethic of solidarity, which requires society to sustain the freedom of the person with appropriate social support.
It is intended that this analysis will strengthen awareness and understanding of how the synergy between these Conventions can be used to facilitate more effective advocacy, legislative and policy development, and accountability to promote the rights of children with disabilities.
This Innocenti Insight looks at how children with disabilities and their families have fared in the rapidly changing environment of this region since transition in the early 1980’s. It builds upon the significant body of research and policy reflections accrued at the UNICEF Innocenti Research Centre (IRC) with the support of national statistical offices in the 27 countries of the region. UNICEF IRC has tracked and explored the impact on children and their families of economic and social changes in the region since transition began. This report draws upon three new pieces of research that include data, a qualitative survey and first-person interviews. The results highlight the legacies of the past, the momentum for change and areas where action is further needed. Institutionalisation, segregation and discrimination are still prominent features of the environment in which children with disabilities live across the region.
Following the steps towards European Integration, Bosnia and Herzegovina (BiH) has adopted a number of laws and policies entitling all children to quality education and equal opportunities, with "all", referring not only to children with special needs but to other marginalized groups such as Roma children, returnees, children without parental care etc.
The Centre for Educational Research and Innovation (CERI) at the OECD has since 1978 been a world leader in providing information to policy makers on the topic of including disabled students in mainstream schools. This book provides the most comprehensive and detailed account of inclusive policies and practices ever made in a comparative context, with the aim of providing information relevant to formulating appropriate policies in Member countries and elsewhere.