The list of publications is not exhaustive. It includes a variety of publications from a variety of fields, all of which provide information deemed of importance towards issues related to Inclusive Education and/or Children with Disabilities.
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.
In developed countries, establishing eligibility for persons with disabilities is a requirement for accessing specialized services or benefits. The underlying conceptualizations of disability are often problematic because they concentrate on deficits but try to promote social participation and focus on dependence while trying to strengthen independence. In addition, such conceptualizations are unable to respond to the rights-based approach of the UN Convention on the Rights of Persons with Disabilities. The International Classification of Functioning, Disability and Health Version for Children and Youth provides a model and classification that allows relating disease- or impairment-specific information to participation in the life domains relevant for a specific policy area. Establishing eligibility in education systems needs to be compatible with the principles of inclusive education, participation, and social justice. In addition, the overall goals of education and individualized goals for a specific child with disabilities need to be taken into account. Using the International Classification of Functioning, Disability and Health Version for Children and Youth as a model and classification, the different factors influencing eligibility-related decisions (impairments, activity/participation, environment, personal factors) can be made transparent to provide the basis for a decision-making process to which parents and the child actively contribute.
Although the rise of constructivism calls conventional remedial and special education practices into question, it also represents a positive opportunity for progress and renewal in the professions and in society. Emphasizing the constructivist principles of voice, collaboration, and inclusion, the authors identify the influence of constructivism across three interrelated levels of reform: structural reforms in school organization, pedagogical reforms in classrooms, and institutional reforms in human service systems generally relative to the "school - linked services integration" movement. By doing so, the authors argue that, far more than a new special education service delivery model, inclusion is the emerging cultural logic of the 21st century. They conclude the article with a political-economic argument for inclusive education and a discussion of the implications of constructivist reform efforts for the broader possibility of democratic renewal in society.
This report is based on a series of studies of the situation of disabled children in four very different countries, in different region of the world, during 2001-2003. Through listening to their stories, and talking to politicians, officials, human rights institutions, parents, teachers, NGOs and disabled adults, it has been possible to develop a broad understanding of the range of experiences disabled children live with on a daily basis, It has also provided an opportunity to access what is working best to overcome the discrimination and social exclusion. The report seeks to bring those findings together and present both what children say about their lives and the canges that are needed - in government, in civil society and in law, policy and practice - if the rights of disabled children are to be realised.
Partnerships, Advocacy, and Communication for Social Change
The Report focuses on measures to improve accessibility and equality of opportunity; promoting participation and inclusion; and increasing respect for the autonomy and dignity of persons with disabilities. Chapter 1 defines terms such as disability, discusses prevention and its ethical considerations, introduces the International Classification of Functioning, Disability and Health (ICF) and the CRPD, and discusses disability and human rights, and disability and development. Chapter 2 reviews the data on disability prevalence and the situation of people with disabilities worldwide. Chapter 3 explores access to mainstream health services for people with disabilities. Chapter 4 discusses rehabilitation, including therapies and assistive devices. Chapter 5 investigates support and assistance services. Chapter 6 explores inclusive environments, both in terms of physical access to buildings, transport, and so on, but also access to the virtual environments of information and communication technology. Chapter 7 discusses education, and Chapter 8 reviews employment for people with disabilities. Each chapter includes recommendations, which are also drawn together to provide broad policy and practice considerations in Chapter 9.
This booklet aims to showcase the views and photography of Young Voices in an inclusive education environment. It is the hope of the authors to encourage adults and young people to think about what makes their schools inclusive, to carry out similar projects, and to work togerher to solve any problems, so that their schools become more inclusive for everyone.
Partnerships, Advocacy, and Communication for Social Change
The Committee of Ministers has taken note of Parliamentary Assembly Recommendation 1990 (2012) on “The right of everyone to take part in cultural life” and of the appended Guidelines for developing policies to ensure effective participation in cultural life. It brought this recommendation to the attention of the member States’ governments so that they might be guided by it in framing their national policies, also transmitting it to the relevant Council of Europe committees1 and to the Executive Committee of the North-South Centre for information and for receipt of any comments they might have.