Education Rights Of Children Research Articles

SUPPORT OF FAMILY ECONOMIC STATUS FOR FULFILLING THE RIGHT TO EDUCATION FOR CHILDREN WITH DISABILITIES

Recognizing the right to education is essential for all groups, including children with disabilities. Therefore, this research was conducted to analyze the relationship between family economic support and the family’s ability to fulfill the educational rights of children with disabilities. Research on disability enhances knowledge in special education and inclusive practices, refining teaching methods and support systems additionally, understanding the vital role of families to advocate for their children's educational rights. This study uses a qualitative approach with a descriptive method. The informant who participated in this study was one of the special school teachers in Yogyakarta who was selected by purposive sampling and had voluntarily agreed to become an informant. Data was collected through structured in-depth interviews and documentation and analyzed inductively. The study results show that family economic support is not the main obstacle in realizing the right to education for children with disabilities. A more significant obstacle that arises in realizing the rights of children with disabilities is parents’ perception in educating their children whether they attend school or not. The results of this study indicate that parents must realize that the right to education must be given to all children, including children with disabilities. Apart from special education, inclusive education must also be widely promoted to increase awareness and the responsibility of parents or families toward their children’s right to education

Just a show: the home-delivery education policy for children with disabilities in China

China has implemented a home-delivery education policy to protect the equal education rights of children with disabilities. The policy is designed to give them more choices about how they are educated. However, we found that the teaching team transformed this well-intentioned policy into a false performance through the following three processes: the replacement of policy goals, propaganda of the idea ‘Home-Delivery Education for disabled children is useless,’ and finally, collusion. Throughout each of these processes, many children with disabilities are deprived of their right to an education.

Policy on the Right to Education of Refugees in Indonesia and Australia

Upholding human rights in the context of education is manifested in the form of the right to education. Realizing this right requires equal distribution of education which means the widest possible educational opportunity for everyone, including fulfilling children's rights to education for refugees or asylum seekers. Based on data from the United Nations High Commissioner for Refugees (UNHCR) in 2021, there are 13,459 refugees in Indonesia, of whom it is estimated that around 27% are child refugees and 114 children of whom come alone or are separated from their families. This research article will discuss the role of the Indonesian state in providing educational rights to children of refugees from other countries or children of asylum seekers as well as international arrangements related to the education rights of children of asylum seekers in transit countries. This study uses normative juridical research methods, through international regulatory approaches and conceptual approaches, in this case studying and analyzing material and legal issues based on international regulations and concepts related to the study of Human Rights from the perspective of the Educational Rights of Asylum Seeking Refugee Children.

Fulfillment Matter of Education Rights of Children in Conflict With the Criminal Law

This study aims to determine the forms of the fulfillment of education rights for children in conflict with the criminal law in Indonesia through the "Independent School" program and the factors hindering its practice. It was field research in the form of a case study with data collection techniques: observation and interviews. The research findings reveal that the fulfillment of the right to education for children conflicts with the criminal law (ABH) already carried out but not optimally as regulated in Permen PPPA No. 15 of 2010. This can be seen from the efforts of the staff at LPKA to open non-formal classes even though they do not have adequate classrooms and facilities and the unavailability of professional teaching staff. The inhibiting factor is the absence of human resources in the form of professional teaching staff and limited facilities and infrastructure. As a result, the implementation of education did not work well because the teaching staff did not have an official educational background, and teaching activities were only performed as additional duties as staff at LPKA. The study results show that the LPKA staff's role is vast in providing education to ABH regularly to fulfill education rights. The implications are expected to become input for the LPKA Class II Maros policy to provide management and learning techniques to staff and input for the central government to recruit teaching staff and social workers as well as the provision of facilities and infrastructure.

From Institutions to Inclusion: How Children with Disabilities Gained Educational Rights in the U.S.

Children with disabilities or specialized healthcare needs were legally excluded from U.S. public education for decades, but in the last 45 years, they have gained tremendous ground in receiving comparable educational opportunities as their non-disabled peers. The purpose of this article is to provide a historical review of the educational laws which affect children with disabilities, so that school nurses who work with these children understand the impact of these laws and the resulting changes in school nursing practice. Review of the United States' educational history provides school nurses the working background necessary to recognize their key role to support the education of children with disabilities and to advocate for these children's educational rights with their parents, school officials and policy makers.

Immigrant Parents' Voices on Children's Right to Education in South African Schools: Connecting the Disconnected

This paper focuses on the school's protection of the right to education for immigrant learners as perceived by their parents. With its approach to the subject from the human rights-based educational perspective, this paper sought to examine immigrant parents' views on their children's right to education against their background as vulnerable and marginalised school community members. The assumption on which the study presented in this paper is based is that meaningful discussion on the right to education for immigrant learners cannot be disconnected from the challenges their parents face in educating them. Immigrant parents have their views and experiences relating to children's educational rights, which are seldom studied. Guided by this view, a qualitative approach was followed to gather data through semi-structured individual interviews held with parents of immigrant learners from four purposively selected South African township schools. The results show that immigrant parents experience enormous challenges in the education of their children in South African schools. While some of the challenges are transferred from them to their children because of non-citizenship, they attribute most of the challenges to people who teach their children, namely, teachers. 
 
 Received: 2 August 2021 / Accepted: 3 October 2021 / Published: 5 November 2021

Education for children's rights in Ireland before, during and after the pandemic

This paper analyses the impact of the Covid-19 pandemic on the ‘education rights’ of children in the Irish context, with a particular focus on children's/human rights education (C/HRE). C/HRE can support children and young people to understand and explore the issues which limit people's lives and consider actions to uphold their own rights and the rights of others. The breadth and depth of the provision of HRE can be considered across ‘education about rights’ (including knowledge and understanding of human rights values, norms and frameworks), ‘education through rights’ (rights respecting educational approaches) and ‘education for rights’ (empowerment to realising and upholding rights) (UN 2011). The paper situates this framework against three additional dimensions. Firstly, it considers the children's rights issues within a historical national context. Secondly, it explores the impact of the Covid-19 pandemic on the education rights of children in Ireland. Finally, with a future orientation, the paper considers how C/HRE can strengthen education, meeting the challenges of the Covid-19 pandemic, the legacies of longstanding children's rights issues, and future human rights challenges.

CURRICULUM IMPLEMENTATION DURING COVID-19 PANDEMIC IN SOCIOLOGICAL PERSPECTIVE

Since the appearance of the positive cases COVID-19 for the first time in Indonesia in March 2020, the number of confirmed positive cases and deaths has continued to increase to this day. The Covid-19 pandemic has had a systemic impact on all aspects of life, especially in education sector. In the event of a disaster emergency, education must continue with access and education services carried out in accordance with the conditions and centered on the fulfillment of children's educational rights and educational services carried out online. Based on this, the government has switched the learning and teaching process, which was originally in school to be at home or Home Study (BDR). In implementing this government policy, it is necessary to implement the school curriculum during the COVID-19 pandemic. This research aims to find out the curriculum implementation during covid-19 pandemic in sociological perspective. The research method used is qualitative method, this was to find information on curriculum implementation in the form of planning, implementation and assessment of curriculum at Muhammadiyah 1 Sidoarjo Junior High School during the covid-19 pandemic. The results obtained from this research, that is the implementation of the curriculum is very important in regulating learning during the covid-19 pandemic that must continue to run despite the social distancing implementation.

The Legal and Social Aspect for Underage Marriage Women's Education Rights in the Perspective of Human Rights: Contemporary Issues and Problems

The right to education is a fundamental human right and must be fulfilled by the state. However, the right to education, especially for women with underage marriages (child marriages), has not yet had adequate education. This paper aims to analyze the legal and social aspects of children's educational rights, especially women with conditions of underage marriage (child marriage) in Indonesia. This study examines the formal juridical aspects of the protection and guarantee of education rights for women and social aspects related to the constraints of fulfilling women's education. This research is a normative juridical study in which this study looks at the community's various facts based on the applicable legal rules. This research's social aspects are seen based on various social theories related to this research study; the data and facts obtained in this study are data sourced from previous research, both print and online media. This research confirms that child marriage is motivated by many factors, one of which is economic conditions so that women cannot achieve the rights to education. However, according to the 1945 Constitution Article 31 paragraph (1) that every citizen has the right to get an education. However, there are no strict criminal sanctions for families who leave their children out of school in terms of law enforcement.

The Role of International Law in Protection against Attacks on Children’s Education Rights in Armed Conflict

This study was aimed to investigate issues associated with the education rights of children in international and non-international armed conflict and the influence of armed conflict on educational staff and facilities in war-torn countries. Relevant international conventions are reviewed to evaluate their effectiveness in curbing the influence of armed conflict on children's education. The study highlights the importance of international humanitarian law (IHL) in inhibiting attacks against students, educational staff, and educational facilities during armed conflict. It also reviews conventional and non-conventional methods of protection and suggests ways in which IHL may be clarified and developed to enhance the supervision of the provision of education during armed struggles. The article concludes that it is necessary to have specific international conventions, oversight bodies and relevant educational obligations in order to guarantee law enforcement and require countries or member states to implement articles or provisions properly so as to improve and reinforce the education rights of children whose lives are impacted by armed conflict. In emergency situations, legal provisions constitute a vital protective measure.

Eliminating discrimination and enhancing equality: A case for inclusive basic education rights of children with Albinism in Africa

Background: Various international treaties have acknowledged the rights of children to education; however, for millions of children, this right is just a dream, especially with a vulnerable group of children with physical challenges and other disabilities. Reports by the UN gives an estimate of a significantly large number of children who are yet to take advantage of good quality education. This article examines the plight of children with albinism who suffer discrimination both at the special and regular schools largely because the nature of their disability is not physical. Children with albinism have their right to education and in education limited by the difficulty to understand their impairment both at school and at home leading to entrenched discrimination and inequality, which ultimately erodes their human dignity. Methodology: This article adopts the desk research argues that the proper application of the concept of inclusive basic education of children with albinism will help eliminate discrimination and enhance equality of education of children with albinism. Conclusion: The article concludes that the existing legal framework abound, but proper implementation of article 24 of the Convention on the Rights of Persons with Disabilities will enhance the desired equality.

Access to local books: the effects of Read Malawi from a children's rights perspective

AbstractChildren in low‐income, postcolonial countries such as Malawi have few opportunities with quality reading materials that promote independence as readers. In this study, we argue that access to locally produced text relevant to linguistic and cultural contexts is a fundamental human right for children throughout the world. Situating this study within the intersection of research on children's rights and complementary reading materials, we analyse data from a project in Malawi. We consider the ways in which a respect for children's educational rights – specifically, their rights to access information via children's books – can help them develop their biliteracy. Additionally, we examine how the Read Malawi program contributes to Malawian children's literacy development in both national and official languages. Our findings suggest not only a humanistic need for quality complementary books, but also the empirical justification for books in the hands of children; in particular, an interconnected relationship between borrowing books from school and engagement with Read Malawi was found, especially when we explore children's English proficiency. Through Read Malawi, this study exemplifies what a quality literacy intervention can do in supporting children's Chichewa and English proficiency and improving their rights to quality education.

Model Penyelenggaraan Pendidikan Inklusif bagi Penyandang Disabilitas Intelektual: Studi Kasus di DKI Jakarta

This study aims to develop a model for the implementation of inclusive education for people with intellectual disabilities in DKI Jakarta. As a region that has local regulations on the protection of persons with disabilities, DKI Jakarta government has not yet been able to ensure the fulfillment of the education rights of children with intellectual disabilities. This study used a single instrumental case study approach and was carried out in DKI Jakarta. Data collection is done through in-depth interviews and textual analysis. The results show that social exclusion occurs because of cultural barriers due to stigma, labeling, prejudice, stereotypes, and structural barriers due to discriminatory policies. Both of barriers can be reduced by organizing inclusive education for persons with intellectual disabilities. The model for implementing inclusive education developed not only focuses on developing the life skills of individuals with intellectual disabilities, but also strengthening and developing the surrounding environment and society. Thus, children with intellectual disabilities can be independent and participate in society.

K–12 Achievement for Indigenous Students

In this article, we examine the current state of American Indian/Alaska Native student educational achievement. We argue that examining academic achievement should not just be done in isolation of thinking about what graduation from high school potentially commences. Academic achievement, we argue, matters for many reasons. In this article, we are guided by the following questions, asking: What are Indigenous children's educational rights? How can we provide Indigenous children with a sense of what is possible for them as adults? What is the current state of achievement for Indigenous children, and how and in what ways can we improve it?

National education policy directions and problems for the realization of multi-cultural family children's educational rights

National education policy directions and problems for the realization of multi-cultural family children's educational rights

Examining the Crossroads of Law, Ethics, and Education Leadership

Educational leaders are bound by legal and ethical imperatives to make certain that all children have access to an education and the opportunity to learn. To better understand how law and ethics intersect, this article adopted the cultural study perspective to analyze U.S. Supreme Court opinions for language revealing the intersection of law and ethics. The Supreme Court has contributed to the realization of educational goals, relying on the Fourteenth Amendment's Equal Protection Clause to ensure that equal educational opportunities are not deprived because of a child's race {Brown v. Board of Education, 1954) or illegal immigration status ( Plyler v. Doe, 1982). Through the cultural study of law and exploration of legal discourse—language, symbols, and content—in these landmark Supreme Court decisions, similar taxonomies and patterns of discussion emerged illustrating the intersection of law and ethics. These taxonomies were used as coding protocols and exploratory guides for the subsequent review of education leadership literature through the quantitative content analysis method. Based on this analysis, a proposal is made advocating a paradigm shift in the way that law and education scholars analyze, discuss, and critique the Supreme Court decisions affecting children's educational rights. Specifically, this article proposes the adoption of an integrated legal and ethical paradigm to study the legal discourse in the Supreme Court's education law decisions.

EDUCATION, SCHOOLING, AND CHILDREN'S RIGHTS: THE COMPLEXITY OF HOMESCHOOLING

By blurring the distinction between formal school and education writ large, homeschooling both highlights and complicates the tensions among the interests of parents, children, and the state. In this essay, Robert Kunzman argues for a modest version of children's educational rights, at least in a legal sense that the state has the duty and authority to enforce. At the same time, however, it is important to retain a principled distinction between schooling and education—not only to protect children's basic educational rights, but also to prevent the state from overreaching into the private realm of the home and family.

Conceptualizing the Right of Children to Adaptable Education

The contention put forward here is that a conceptualization of the right to adaptable education, derived from international human rights law, may be a key factor in interpreting and reviving the notion of multiculturalism in education. We will begin by analyzing two interrelated dimensions of the right to adaptable education: adaptability to the children’s circles of cultural affiliations and adaptability to the children’s preferences. We will continue by describing the need to balance between the right to adaptable education and other features of the right to education - available education, accessible education and acceptable education - as well as with parental rights and social interests. We will conclude by suggesting that the right to adaptable education, as it is defined by international human rights law, can be employed both as a safeguard against denying children educational rights by using the pretext of multiculturalism and as a means for furnishing the notion of multiculturalism with honed, multilayered relevance.

The Right to Education for Children in Emergencies

AbstractThis paper presents the key international legal instrument relevant for education, their use and links with policy frameworks and tools being developed by the humanitarian community to address education rights of children in conflict and emergencies. It describes the current thinking around the right to education in emergencies and why education is a central right to uphold from the onset of a crisis. It gives a brief introduction to how education can meet the international legal standards, as well as the international policy frameworks, such the Millennium Development Goals and Education for All. A continuous case study focuses on Cote d'Ivoire and how the right to education fared in the conflict of that country between 2000 and 2010. The paper looks at issues of enforceability and applicability of the right to education in emergencies, highlighting challenges and mechanisms at national, regional and international levels. The role of the InterAgency Network for Education in Emergencies' (INEE) Minimum Standards for Education as well as the Inter-Agency Standing Committee's (IASC) Education Cluster is discussed, again with specific reference to Cote d'Ivoire, and the centrality of existing monitoring and reporting mechanisms for child rights violations are highlighted. Bringing together all of these elements in one place and making a strong case for the use of both humanitarian and human rights law in securing the right to education in emergencies is what this article brings to the discussion, arguing that the Convention of the Rights of the Child must be seen as the most central instrument.

Playing Catch-up in the Schoolyard? Children and Young People's 'Voice' and Education Rights in the UK

This article aims to assess cross-UK progress in the recognition of the independent education rights of children and young people of school age. There is an increasing divergence between the separate education systems of England, Northern Ireland, Scotland, and Wales, which has become more pronounced after the devolution of power that began just over a decade ago and is accentuated by the sheer volume of legislative activity and policy developments in this field. Thus, an examination of these rights in the UK necessitates comparisons between these four jurisdictions, notwithstanding the many shared traditions in their approach to education and its governance. The article gives its principal focus to rights relating to participation in decision making and redress processes, including those concerning consultation, appeals, and complaints. Analysing recent developments across a range of key aspects of education, including the curriculum, discipline, and special and additional support needs, the author finds not only a reasonable degree of overall progress in the realization of children and young people's autonomy interests in the field of education, from a rather low point particularly compared with child law more generally, but also a degree of disparity across the UK and a continuing cynicism about the true level of empowerment of children and young people in relation to decisions concerning their education.