The United Nations Convention On The Rights Of People With Disabilities

The UN Convention on the rights of the child (1989) added to the Warnock Report by stating that disabled children have the right to be included in mainstream education, allowing the child to achieve the fullest possible social integration and individual development. The ramifications for

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

Disabled children and young people have the same right, as non-disabled children and young people to participate in decisions and issues that affect them. This is outlined in both the UN Convention on the Rights of Children (UNCRC) and in the UN Convention on the Rights of Persons with Disabilities (UNCRPD). Despite this, disabled children and young people continue to face significant barriers and challenges to participation.

All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities.

“Inclusive education means giving equal opportunity to all students in education regardless of their physical, intellectual, social, emotional, linguistic or other conditions” (Roslinda Alias & et.al, 2013). People with disabilities have the opportunity and rights of getting a proper education. Instead of putting them in a special education school, they also have to rights of getting education in normal school. The people with disabilities are also good learner and normal like others, just they slow in learning process compare with others. The special education needs students can learn along with the normal students by creating an inclusive environment for learning (Roslinda Alias & et.al, 2013). Government should implement this inclusive education started from the early education. Through this, it can develop a more understanding on the people with disabilities among the society and avoid the discrimination and judgement towards the people with

Outcome 1 Understand the legislation and policies that support the human rights ind inclusion of individuals with learning disabilities

OUTCOME 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities.

All children with disabilities are entitled free public education not matter how severe the disability is. Specially designed instructions, related services, and supplementary aids and services have to be provided. An IEP has to be developed and implemented to meet the needs of the child with a disability. It is the public school and local school board in charge

It is essential that all children have full access to all areas of education to allow them to fully develop in every way possible. There is much legislation in practice to aid this including every child matters, the SEN code of practice and the disability discrimination act.

…“Children with disabilities should be educated in the most open and normal environment possible (the least restrictive environment); when needed, evaluations, diagnose, and treatments should be done without stigmatization and discrimination.”… (Pg. 176)

The Disabled Persons Protection Commission (DPPC), founded in 1987, is an independent state agency responsible for investigating and reducing occurrences of abuse against people with disabilities in both state and private settings. In addition to directly serving individuals with disabilities through the management of abuse investigations, the DPPC offers training opportunities for police officers and service providers. One such program is the Awareness and Action program; this program is taught and developed by individuals with disabilities and intends to educate a diverse population about recognizing and preventing abuse and neglect. Through this, the DPPC seeks to fulfil its mission of protecting the adults residing in the Commonwealth of Massachusetts with disabilities that may be at risk for abuse and neglect.

Education is very important to anyone living in Canada it shapes you and molds you as a person. The school is an agent of socialization it teaches students at an young age school rules, conducts, dress codes and how to build relationships with teachers and peers. I believe the education system teaches students certain morals and values which they transmit onto the real world. Throughout the course, Inclusion, Disabilities and Education it has impacted my ideas about inclusion and I have learned that inclusion is a human right. Moran (2007) & Rioux & Pinto (2010) state “inclusive education of students with disabilities is a matter of human rights, whereby access to quality education is coupled with respect and equity in the learning environment”

The world is facing an emergency in the area of human rights in the mental health sector as human rights of the people with mental disabilities have been violating (World Health Organisation). . Many countries in the world and Australia itself have legislation to treat a person with mental illness against his/her wish or without their consent which is the abuse of their basic human rights. The mental health legislation which is called Involuntary Treatment Orders involves treatment and detention of people with mental illness against their wish and it is total violation of the rights of people with mental illness who are subjected to these treatment orders. The United Nations Convention on the Rights of People with Disabilities (CRPD) recognizes that people with disabilities should have freedom from torture and will be given the right to make their own decisions (Barriga, 2013). Therefore, the mental health legislation in Australia also being reviewed by a number of Australian governments in the light of principles set out in UNCRPD (Mcsherry & Wilson, 2015). Consequently, there are some provisions have been made in the recent mental health reform specially to involuntary treatment orders to empower consumers rights which are going to be discussed in the following essay. The Mental health Act 2014 is the major aspect of mental health reform to promote recovery-oriented practice, minimise the use and duration of compulsory treatment, safeguard the rights and dignity of people

The Universal Declaration of Human Rights (UDHR) states that everyone has the right to education and education shall be free – at least in the elementary and fundamental stages. However, in poverty stricken nations millions of children remain unschooled. The most persistent barriers to education are political and economic instability, conflict and extreme household poverty. These factors alone account to more than half of the worlds out-of-school children. This refers back to multiple articles, for example, Article 2, where ‘Everyone is entitled to all the rights and freedom set forth in this declaration, without distinction of any kind such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or any other status.’ However, children with disabilities, who speak different languages, are poverty stricken, in child labour, live in conflict-affected situations, or are female e.g. are not catered for. Despite the protections listed in the

Children with intellectual disabilities go to school without knowledge of using the rest room on their own. We teach them for a long time until they know. They are discriminated at home as incapable of anything from childhood. They lock them in without any hope of contributing in the family. If a child with disability is a girl, no hope that she will be married and bring money or dowry at home. If parents had power for death arrangements, children with disabilities would be voted to die first before the rest of the family. Living with children with disabilities requires a strong heart[…]. No one wants to take care of a child with disabilities […]. Even when we teach children them, our fellow teachers ask us, why do you like to work with children with disabilities? Do you receive extra allowance for teaching them? They tell us: “I cannot afford to deal with them. Staying with them, I will be spitting all time, and I would not be able to eat.” I consider these children as the poorest of the poor compared to children coming from rural areas.