Improving Care for Preschool Children with Disabilities During Disasters in Japan

When parents threaten to sue, it's time for a school to examine how well it is meeting the needs of special education students and their families, Mr. Curtis argues. His experiences with a cooperative project involving the School of Education and the School of Law at Seattle University helped him reach this insight. PRIOR TO the mid-1970s, over one million children with disabilities were excluded from our nation's schools. In 1975, as a result of intense litigation and advocacy, Congress passed the Education for All Handicapped Children Act (EHA, P.L. 94-142), now called the Individuals with Disabilities Education Act (IDEA), mandating that public schools provide a free and appropriate education for students with disabilities. There are now over six million of these students in our public schools - - well above 12% of the school population.1 Even given the federal mandate, many parents of children with disabilities are still not satisfied with the education being provided by the public schools and thus have continued to turn to the legal system for help.2 In response, many school professionals argue that litigation is unnecessary and is making the special education system even worse. To explore whether continued litigation is justifiable, I and several colleagues from the School of Education at Seattle University participated in a special education law clinic. Much of what we learned surprised us, and our experiences gave us new insights into the issue of parents and litigation, as well as the state of our educational services for students with special needs. The Collaborative Special Education Law Clinic At the beginning of the new millennium, Seattle University acquired a law school located in close proximity to the juvenile courts. Naturally, the faculty of the new School of Law developed collaborative relationships with the court staff. Faculty members in the school's law clinic began training student attorneys in the art of defending young accused offenders in the juvenile criminal courts. At the same time, the law clinic began receiving referrals for cases involving parents of children with disabilities who, for a variety of reasons, were angry at the public school system and were demanding better services for their children. The law school faculty members involved at the time had minimal experience with special education and knew little about disabilities, assessment methods, individualized education programs (IEPs), or the nuances of how the school system works. The law professors turned to the School of Education for help, and an innovative partnership was formed. In the fall of 2000, members of the law and education faculties at Seattle University formed an interdisciplinary team to provide collaborative consultation and training to law students. A clinic was created to provide opportunities for the law students, in conjunction with the interdisciplinary faculty team, to deliver services to parents of students with special needs who were involved in special education disputes with school districts. The project was funded by a grant from the Washington State Governor's Juvenile Justice Advisory Committee. Referrals were received from numerous sources, including parent advocacy groups, health clinics, court systems, and other attorneys. Education faculty members participating in the project included those from the programs of special education, school psychology, counseling, and educational administration. Team members included not only academicians but also experienced educators and clinicians who had much direct experience with children in the field. For example, I am a licensed clinical child and school psychologist with over 20 years of experience working directly with children with special needs. I have worked in both medical and school settings and am now the director of the graduate-training program in special education at Seattle University. …

Problem setting. Ensuring the full participation of people with disabilities in society, combating discrimination, removing barriers and combating social exclusion are the main goals of the European Union in the field of protection of the rights of persons with disabilities. The signing of the UN Convention on the Rights of Persons with Disabilities by the European Union imposed an obligation to implement its provisions, which in turn necessitated the adoption of an instrument for the effective and full implementation of the Convention’s requirements. And European Disability Strategy 2010-2020 became such a tool. Analysis of recent researches and publications. Given the importance of this topic, the European disability policy attracts the attention of many foreign authors, including S. Charitakis, D. L. Hosking, Ch. O’Mahony, Sh. Quinlivan, L. Waddington. Among domestic lawyers, S. Vavzhenchuk, S. Maidanik, O. Melnyk, L. Susharnyk and others touched on this problem in their works. But in general, this problem remains little researched precisely in the science of international law, which gives it relevance. Target of the research is to analyze the European disability strategy 2010-2020, identify the main directions of its activities and assess the current state of implementation of relevant measures. Article’s main body. The article is devoted to the description of the state and problems of the implementation of The European Disability Strategy 2010-2020. The author provides a detailed analysis of the development and adoption process of the European Disability Strategy 2010-2020 and reveals the main goals and objectives of this document. The author also emphasizes the achievements that have been made during this stage of the implementation of the Strategy. Special attention in the paper is given to the recommendations provided by the UN Committee on the Rights of Persons with Disabilities during the review of the Strategy and the possibilities for their implementation. Сonclusions and prospects for the development. The strategy was developed in response to the significant challenges faced by people with disabilities in accessing education, employment, healthcare, and other basic services. The strategy was designed to create a barrier-free Europe by 2020, where people with disabilities could enjoy equal opportunities and participate fully in society. The author highlights the recommendations provided by the UN Committee on the Rights of Persons with Disabilities during the review of the provisions of the European Disability Strategy 20102020. The most important conclusion is that «the goals of the decade-long strategy remain fully relevant» at this stage, and it has been decided to continue implementing existing measures until the end of the Strategy’s term. It can be said that the progress made at this stage, particularly in terms of accessibility, is quite significant and allows for greater opportunities for people with disabilities to integrate and actively participate in society.

Analysis on the Decision Making Situation of Fukushima Daiichi Nuclear Disaster in Japan- Focused on the standpoint of the 4th Dimension space-time model -

The UN Convention on the Rights of Persons with Disabilities from a Qatari Human Rights Perspective

Защита прав инвалидов в практике Европейского Суда по правам человека и Комитета ООН по правам инвалидов: параллельные пути или точки соприкосновения?

This chapter explores the right to legal capacity for people with dementia. The analysis focuses on General Comment 1 of the UN Committee on the rights of persons with disabilities. The chapter also provides some examples of law reform around the world on the issue of legal capacity and considers how these reforms may impact on people with dementia. Finally the chapter considers how the right to legal capacity may be framed in any new UN Convention on the rights of older persons. The chapter argues that legal capacity is a critical human rights issue in the context of dementia and that Article 12 (CRPD) and the general comment 1 provide a strong base for respecting the autonomy and self determination of people with dementia

This chapter examines Article 11 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Article 11 CRPD is a unique human right, which for the first time creates obligations in situations of risk, including humanitarian emergencies and natural disasters, and permits of no derogation in times of emergency. Since the adoption of Article 11, important policy developments have taken place regarding persons with disabilities in situations of conflict or disaster. For instance, persons with disabilities have been expressly referred to in the Sendai Framework for Disaster Risk Reduction 2015–30, the Charter on Inclusion of Persons with Disabilities in Humanitarian Action, the Sphere Handbook, and the Code of Conduct for the International Red Cross and Red Crescent Movement and NGOs in Disaster Relief.

The UN Convention on the Rights of Persons with Disabilities: ‘Rights, will and preferences’ in relation to mental health disabilities

In 2015, the needs of hundreds of thousands of refugees who arrived in Germany could only be met by deploying all available civil protection units. This article presents procedures and practices of state and non‐state formal actors in the field of civil protection and related crisis management structures implemented and established across the board in the municipalities, the Federal Government and mass shelters, in particular in Bavaria. From a disaster research and humanitarian studies perspective we use the concept of “patterns of interpretation” to analyse the application of the “humanitarian emergency” and the “disaster situation” procedures to discuss whether the situation can really be categorized as “either‐or” or whether the coexistence of the two served a function in managing such a complex situation. Finally, we discuss some developments that occurred after 2015/16 and consider the extent to which these developments shift or expand the existing patterns of interpretation.

The fact that there is a serious drug problem in South African schools cannot be disputed. The question is: What can be done to save schoolchildren from the stranglehold of drugs? In this article the author investigated drug testing as a possible strategy to curb the availability and use of drugs in our schools. First, the concept of drug testing is defined. Second, education law and policy regulating drug testing in public schools in South Africa, such as the Constitution, the National policy on the management of drug abuse by learners in public and independent schools and further education and training institutions, the Regulations for safety measures at public schools, the National drug master plan, the Guidelines for the consideration of governing bodies in adopting a code of conduct for learners and the Drugs and Drug Trafficking Act, 1992 (Act 140 of 1992) are discussed. Before guidelines for education managers and governing bodies to be used when adopting a policy on drug testing are formulated, the author investigated American court rulings on drug testing in schools as well as some advantages and disadvantages of drug testing.

THIS IS the 37th consecutive year for this poll. Its early success can be credited to George Gallup, Sr. Gallup considered it his poll, picked the panel to select the questions, oversaw the surveying, analyzed the results, and wrote the report. The close relationship between Phi Delta Kappa and the Gallup Organization continued after the death of George Gallup, Sr., with his son, Alec Gallup, representing that organization. Since 1992, I have had the privilege of directing the poll for PDK. Alec and I share the beliefs that the procedures used minimize the possibility of bias in the poll and present the results in user-friendly fashion. The Gallup Organization has absolute authority over the phrasing of the questions and certifies that the data support the findings and conclusions. Alec and I use the executive summary to state our best judgment as to what the data mean. Each conclusion cites the table or tables containing the data on which it is based. Some readers tell us that they read the tables first, draw their own conclusions, and then compare those with the ones we have drawn. Alec and I believe the information in this poll is unusually significant and commend it to your use.--LCR Executive Summary In this Executive Summary we present a number of findings and conclusions of this, the 37th Annual Phi Delta Kappa/ Gallup Poll of the Public's Attitudes Toward the Public Schools. Some conclusions strike us as more significant than others. Conclusions 10 and 11, for example, regarding the achievement gap, and conclusions 12 through 16, dealing with the No Child Left Behind (NCLB) Act, seem worthy of special notice. That the public is so strong in its support for closing the achievement gap should send a clear message to policy makers. There is also a message in the conclusions related to NCLB in that they note the public's disagreement with the law's strategies and, at the same time, suggest that there is still time for midcourse corrections. Again, we feel that policy makers would do well to heed the message. Another important contribution of the poll results is that they should help to destroy one of the myths surrounding the public schools: that the public schools are losing public support. The trend lines in this poll suggest the exact opposite. The grades the public assigns the schools remain as high as ever and are truly impressive when public school parents give their evaluation; the public continues to express a strong preference for change through the existing public schools; support for choice shows no sign of increasing and could be said to be lagging; and it is the public schools to which the public turns for closing the achievement gap. Finally, before we move to the specific conclusions, it seems necessary to comment on the important distinction between the nation's schools and schools in the community. These polls have repeatedly documented that the public has a low opinion of the nation's schools and a high opinion of schools in the local community. The media, some education experts, and some government leaders base their comments on the nation's schools and are then surprised when they do not resonate with a public that is concerned primarily with the schools in the community, schools that generally draw approval. As long as those seeking to improve the public schools make their case on the supposed inadequacy of the schools in the community, support for improvement will be hard to build. We turn now to the 20 conclusions that we believe summarize the most significant findings of this year's poll. The data supporting each conclusion are provided, and the tables in which additional supporting data will be found are cited by number. 1. Lack of financial support is solidly entrenched in the public mind as the major problem facing the nation's public schools. Responding to an open-ended question, 20% of those surveyed mention lack of financial support. …

In this thesis, the current status of multilingual emergency disaster information in Korea and Japan is examined for ways that foreigners residing in Korea can more accurately understand ‘emergency disaster information’ in a situation of disaster that needs to be responded to urgently. In the case of Korea, the scope of multilingual support services and information delivery media has been expanded based on the multilingual support measures established and implemented at the Government level so far, and there have been tangible results ranging from local governments and private sector activities. However, the type and degree of services provided differ by each institution and local government, and the focus was mainly on marriage immigrants and foreign workers. Therefore, international students, foreign nationals, refugees, seasonal workers who are short􋹲term residents, tourists, etc. still can’t get information in case of a disaster. So, the problem of blind spots needs to be solved. In contrast, in the case of Japan, they are preparing a plan to provide the disaster safety information in a timely manner to protect them, not only for foreign migrants and workers, but also for all foreign residents including international students and tourists. For the purpose, a system that can effectively deliver information to foreigners is being established by utilizing “Foreigner support information coordinator in the event of a disaster” and establishing a “Disaster Multilingual Support Center.” In the future, with reference to Japan's disaster information provision policy, etc., it seems that measures should be prepared to protect them by expanding the scope of policy targets, so that any foreigner residing in Korea, regardless of the purpose of their stay or institution, can obtain the disaster safety information without being alienated. In addition, the establishment of a multilingual service support institution should be promoted to integrate and systematize multilingual disaster safety information produced and distributed separately through a conservative approach in each case of a major disaster so far.

Tracheostomy in otorhinolaryngology education and training programs: A Japanese nationwide survey

In 2022, the UN Committee on the Rights of Persons with Disabilities issued General Comment No. 8 on the right of persons with disabilities to work and employment. The general comment most notably recommends States parties to expeditiously phase out segregated employment, including sheltered workshops. After covering the contents of the general comment on this issue in Section I, this contribution argues that the Committee does not take into account that sheltered employment is a complex notion and that domestic sheltered employment systems can evolve. Since General Comment No. 8 outlaws segregated (sheltered) employment, the question becomes, can sheltered employment be legally desegregated, and hence does not have to be expeditiously phased out? Section III illustrates, based on examples from the Benelux countries, that domestic sheltered employment systems do not necessarily exhibit the distinguishing features of segregated employment, as described in General Comment No. 8. Section IV explains that this leaves the CRPD Committee with a decision to make. It could assert that sheltered employment is ipso facto segregated employment, which is to be phased out. It could also draw on its non-exhaustive list of the distinguishing features of segregated employment to incite States parties to at least desegregate sheltered employment legally if they decide not to phase it out entirely.

The aim of this paper is to examine whether the new court non-contentious procedure for issuing decisions on health matters provides sufficient procedural guarantees for persons with disabilities who are deprived of legal capacity in this respect, and how these guarantees are implemented in practice. Building on the standards of the United Nations Convention on the Rights of Persons with Disabilities as well as on the interpretations of the UN Committee on the Rights of Persons with Disabilities and the Committee on the Elimination of Discrimination Against Women, the second part of the paper analyses the legal protection objectives and key issues of court proceedings concerning the sterilisation of a person with a disability who has been deprived of legal capacity in this regard. This is followed by a discussion of three cases in order to assess the scope of implementation of the relevant provisions of the FA on the health of persons with disabilities. The final part of the paper offers a synthesis of the main research results and the author’s reflections on the legal protection goal of non-contentious court proceedings for issuing decisions on the health of a person with a disability who is deprived of legal capacity in this respect. The regulation of court jurisdiction and procedure in such cases should not be interpreted in a way that the court could “approve“ sterilisation against the will of the person concerned, but rather that the existence of court jurisdiction and its procedural guarantees should strengthen the rights of persons with disabilities.