Educational Rights Of Children Research Articles

Contextual analysis of child labor laws and educational rights for children in Pakistan with a focus on KPK province

Child labor is defined as the exploitation of children in any form of labor that destructively affects the child's mental, social, and physical health and creates hurdles to obtaining a regular education. This study was conducted to investigate the main socio-economic factors contributing to child labor and barriers to education and analyze the practical implications of child labor laws in Pakistan. The study area in this study is Khyber Pakhtunkhwa (KPK) province, Pakistan. The primary data were collected through an online questionnaire survey from teachers, school administrators, government officials responsible for enforcing child labor laws and educational policies, and representatives from non-governmental organizations (NGOs), while personal observations and interviews were used for the collection of data from child laborers, parents or guardians of child laborers. A total of 80 teachers or education experts, 70 children and their guardians, 30 policymakers, and 20 social workers were participants in the data collection process. The outcomes of this study concluded that about 78% of participants lacked awareness of these laws, while 71% perceived them as ineffective. The socioeconomic factors contributing to child labor are quantitatively assessed, with poverty identified as the primary factor (65%). The statistical analysis indicates that the socioeconomic factors have a significant contribution to the implementation of child education laws in Pakistan (a p-value lower than the level of significance (0.05). Discrimination based on gender or social status, high cost of education, and insufficient qualified teachers are significant barriers to providing quality education for children in Pakistan. This study recommends promoting inclusive education and strengthening social welfare programs to support their efficacy in combating child labor and ensuring access to quality education for all children in Pakistan.

Enhancing the Implementation of Education Policies for Migrant Children in China

Since the era of reform and opening-up, policies concerning the education of children of migrants have continuously evolved and improved. However, several issues exist in the execution of these policies: additive implementation of policies, ambiguous positioning in policy execution, slow reform of the household registration system, and an imperfect policy supervision mechanism. This paper analyzes these issues from multiple dimensions through literature review and qualitative analysis, and delving into the underlying causes of the problems during policy implementation. Furthermore, based on these causes, a series of recommendations for improvement are proposed, which firstly need to adjust the distribution of interests and enhance the clarity of policy objectives and effectiveness tracking. It also requires the establishment of an efficient supervision system to promote the reform process of the household registration system. In addition, the feasibility of the policy can be increased by strengthening the publicity and promotion of the policy. These recommendations can ensure the effective implementation of education policies concerning children of the migrant population, thereby safeguarding the educational rights of children of migrants.

The Implementation Of CRPD In Indonesia to Ensure Educational Rights For Autistic Children (Case Study: Makassar)

Stigma regarding people with autism is still developing in society. The impact limits the movement of people with autism in obtaining their rights, including the right to education. This article investigates the implementation of the Convention on The Rights of Persons with Disabilities (CRPD) as a regime to discourse the educational rights of children with autism in Makassar City. The study uses Grindle and Thomas's framework to evaluate policy design, conflict arena, and regime implementation resources. While regional laws demonstrate a joyous policy design, various actors such as the Mayor, City Council, Education Office, and the autism community play crucial roles in the arena of conflict. However, challenges persist in fulfilling technical and physical resources, restricting the practical success of UNCRPD implementation for autism education in Makassar City.

Pemenuhan Hak Pendidikan pada Anak Binaan di LPKA Blitar pada Masa Pandemi COVID-19

This article intended to discover and analyze the fulfillment of the educational rights of assisted children at LKPA Blitar during the COVID-19 pandemic and the obstacles to fulfilling the educational rights of assisted children at LKPA Blitar during the COVID-19 pandemic. Two significant findings can be elaborated from the research. Firstly, the educational rights of children at LPKA Class I Blitar during the Covid-19 pandemic have been fulfilled and have been implemented by LPKA Class I Blitar by existing provisions, namely Law no. 23 of 2002 concerning Child Protection, Law no. 11 of 2012 concerning the Juvenile Criminal Justice System and Law no. 20 of 2003 concerning the National Education System. Secondly, there are several obstacles in implementing education for students at LPKA Class I Blitar during the COVID-19 pandemic related to several problems. The limited educational and coaching facilities, the level of education and motivation of correctional students, and factors changing the methods used in the learning process hindered the successful fulfillment of educational rights to the children.

Research on Problems and Countermeasures of Education Rights of Special Children Groups

This article explores the educational rights of children with special needs and the right to education for children with special needs is a crucial component of an inclusive society, advocating for inclusive education as a fundamental right, which delves into the unique psychological, physical, cognitive, and social needs of these children and emphasizes the importance of Individualized Education Programs (IEPs), assistive technologies, and community support. It delves into the unique characteristics and educational priorities of children with special needs, identifies the problems and barriers they face in accessing education, and proposes strategies and recommendations for improvement, it also highlights the progress made in policy and societal attitudes, along with the challenges that remain, particularly in resource-poor areas. Meanwhile, it discusses legal and policy barriers, societal attitudes, and infrastructure issues, proposing policy reform, innovative educational strategies, and increased community and family involvement as solutions. The article concludes by calling for ongoing research and advocacy to ensure that the right to education for children with special needs is fully realized.

A Logic Model Conceptualizes the Initiative of Applying for an Inclusive Education Program

Using a logic model can be very helpful in developing social projects that can achieve desired goals for social work planners. In this article, the author emphasizes the importance of using logical programs to help social workers achieve positive changes and desired outcomes. The article illustrates how social planners can translate the logical model process into a practical application that serves the needs of communities. The goal of this project is to increase knowledge and understanding of the educational rights of children with disabilities within the community. The article explains how social planners can use the logical model process to create a practical application that meets the needs of communities. The project aims to increase awareness and understanding of the educational rights of children with disabilities in the community. This proposal outlines the steps necessary to achieve inclusive educational program objectives using a plan's resources (inputs), activities, outputs, and outcomes. To change parents' attitudes toward integrating children with disabilities into mainstream education, five elements will be implemented, including discussions, workshops, presentations, and technology activities. Implementing these elements will help parents be more open-minded about integrating children with disabilities into mainstream classrooms. The article aims to teach social work students how to expand their understanding and assumptions of a logical model and apply them to their practice to bring positive changes to vulnerable populations. The author also wants his audience to consider the model's four main processes when planning social programs to achieve desired outcomes.

Education of special children within the scope of custody rights in the Turkish civil code

The education of the child is both a right and an obligation for the mother and father who have the right of custody. For this reason, when exercising parental authority, the best interests of the child should be prioritized. Provisions regarding the education of children are regulated in the second book of the Turkish Civil Code titled Family Law, in the sixth section titled Custody under the second subsection titled Kinship. This study aims to discuss the education of special children within the scope of custody rights according to the Turkish civil code. The legislation has introduced a clear regulation to ensure that the educational rights of children with special education needs are not violated, even by the parents who have custody rights. The Turkish Civil Code reveals that when parents exercise their right of custody, which is both a right and an obligation, they must take into account the principle of protecting the interests of the children, and that the care and education of the children must be carried out with the decision taken in the light of this principle. Keywords: Custody; education; family union; special child; special education; Turkish civil code

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

A Human Rights-Based Evaluation Approach for Inclusive Education

This article reports on ways in which United Nations human rights treaties can be used as a normative framework for evaluating program outcomes. In this article, we conceptualize a human rights-based approach to program evaluation and locate this approach within the broader evaluation literature. The article describes how a rights-based framework can be used as an aspirational set of indicators for program evaluations to promote activities that align with internationally agreed-upon human rights norms. We then describe a case study of the evaluation through which this method was developed, including its sampling design, methodology, and findings. The United Nations International Children’s Fund (UNICEF) inclusive education evaluation described highlighted the need for conceptual clarity around what inclusive education is, and the importance of contextualized innovation toward meeting the educational rights of children with disabilities. Human rights perspectives and evaluation designs can help create such clarity, but should also be used with care.

Malaysian Special Education Law: Integrating the Medical and Social Models of Disability

The educational rights of children with disabilities in Malaysia are not sufficiently and effectively protected. There should be a specific law relating to special education for children with disabilities that integrates the Medical and Social Models of Disability to cover their educational rights better. This paper examines the effectiveness of law relating to special education in Malaysia. It proposes integrating the Medical and Social Model of Disabilities in formulating a special education law for children with disabilities in Malaysia. This research employs a library-based approach by analysing the related laws through legislation, journal articles and textbooks. Keywords: Special Education Law; Educational Rights; Children with Disabilities; Models of Disability eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under the responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i22.4047

Evaluation of the fulfillment of educational rights for children in conflict with the law through the filial school program

The Palembang City Government through the Education Office in collaboration with the Regional Office of the Ministry of Law and Human Rights of South Sumatra Province as well as with other stakeholders initiated the implementation of Filial Schools Services for Child Prisoners at LPKA Class I Palembang. This study aimed at evaluating Filial Schools Filial Schools for Child Prisoners at LPKA Class I Palembang. This was evaluation research with a qualitative approach and using CIPP model. Data collection in this research was through observation, interviews, and documentation. The subjects of this study consisted of an accompanying teacher, a party from the Education Office, and a student. The data were analysed using Miles and Huberman model. The validity of the research data was obtained by using triangulation techniques by comparing the data from interviews, observations, and documentation. The study found that the fulfillment of educational right for children in conflict with the law through the Filial School Program at LPKA Class 1 Palembang has been going well. Based on the monitoring results, most of the children who have completed their education at LPKA have been able to improve their welfare. The Filial school program in providing the right to formal education for children through Quality Formal Education Services for Children at LPKA Class I Palembang has been going well. This program also presents the same curriculum as formal schools, also equipped with character building, as well as the development of various skills in students.

Legal Knowledge and Awareness of The School Teachers on The Educational Rights of Children with Special Needs in Malaysia

Legal Knowledge and Awareness of The School Teachers on The Educational Rights of Children with Special Needs in Malaysia

Vulnerable and Forgotten: The Impact of the COVID-19 Pandemic on Autism Special Schools in England

The COVID-19 pandemic has caused, and continues to cause, unprecedented disruption in England. The impact of the pandemic on the English education system has been significant, especially for children and young people with special educational needs and disabilities (SEND). While it was encouraging that the educational rights of children and young people with SEND were highlighted during the COVID-19 pandemic, Government decision-making appeared to be centered around the needs of pupils in mainstream schools. In this article, co-authored by an academic researcher and senior leaders from the Pan London Autism Schools Network (PLASN; a collective of special schools in London and the South East of England, catering for pupils on the autistic spectrum), we reflect on the impact of the COVID-19 pandemic on special schools in England. We document and discuss a range of challenges experienced by PLASN schools, including the educational inequalities that were exposed and perpetuated by the COVID-19 pandemic, as well as the manner in which the needs and realities of special schools were overlooked by the Government. We also detail the creative and innovative solutions implemented by PLASN schools to overcome barriers that they encountered. These solutions centered on facilitating holistic approaches to support, ensuring clear and regular communication with families, providing effective support for home learning, and promoting collaborative ways of working; all of which align with good practice principles in autism education more generally, and are essential elements of practice to maintain post-pandemic. We additionally reflect on how the COVID-19 pandemic could be a catalyst for much-needed change to the SEND system: leading to better educational provision, and therefore better outcomes, for pupils with SEND.

Special education reforms in Ireland: changing systems, changing schools

ABSTRACT Ireland has a distinct and complex history regarding the education of persons with special educational needs (SEN) and in its approach to inclusion. Special and general education largely developed in parallel and separately. As recently as the 1990s, legal actions by parents seeking educational rights for children with severe disabilities prompted appropriate provision for these students and a shift towards inclusive schools. The Education for Persons with Special Educational Needs (EPSEN) Act set out important changes – although not all implemented – followed by a series of changes in resource allocation, culminating in the removal of the requirement for students to be diagnosed in order to access supports. International evidence suggests that resource allocation based on learners’ profile and SEN diagnosis have been linked to the overidentification of SEN students. Ability to pay for private assessments has also been shown to exacerbate inequality in Ireland and beyond. We examine how Ireland's policy changes are impacting on schools and students, drawing on emerging evidence. We consider concerns over the adequacy of teacher professional development, the intended and potentially unintended consequences from a process of ‘domestication’ at the school level and ultimately whether the changes are accompanied by sufficient and appropriate accountability measures.

Educational Rights Of Children, Issues And Challenges

Educational Rights Of Children, Issues And Challenges

ENTRE O HOMESCHOOLING E A FREQUÊNCIA ESCOLAR: ASPECTOS JURÍDICOS

O presente artigo realiza um estudo a respeito das controvérsias que têm surgido no Brasil sobre ensino domiciliar. O objetivo principal é analisar a possibilidade de reconhecimento dessa modalidade de ensino como uma opção instrumental aos pais diante do dever de educação que lhes é atribuído pelo ordenamento jurídico brasileiro. Para tanto, examinamos os direitos e deveres dos pais quanto à educação dos filhos, o dever do Estado na prestação desse serviço, bem como os princípios fundamentais que norteiam o direito à educação das crianças e dos adolescentes. O trabalho também verifica a função social da instituição escolar como ambiente para o desenvolvimento dos valores sociais e da cidadania. Utilizamos os procedimentos da pesquisa bibliográfica, de método indutivo e nível exploratório. Percorremos as disposições internacionais, constitucionais e infraconstitucionais sobre o direito à educação e concluímos que o ensino domiciliar, atualmente, não está autorizado pelo ordenamento jurídico e nem alteração legislativa poderia modificar tal panorama, já que essa modalidade de ensino não se amolda aos princípios constitucionais vigentes.

Realising the educational rights of children with special and additional support needs: paradigm change or more of the same?

Article 12 of the UN Convention on the Rights of the Child (CRC) reinforces the right of every child to express their view on all matters of concern to him or her and for due weight to be given to ...

Let's Talk: Navigating Communication Services and Supports for Your Young Child With Autism

This well-written text is intended for parents of children with recently diagnosed autism spectrum disorder. The book provides both concrete, actionable steps for parents to complete following receipt of a new autism diagnosis and guidance to families who may be emotionally struggling to picture what the future will look like for their child. The book gives a historical perspective on autism and then summarizes the current diagnostic criteria for autism, features of autism at each developmental stage, available treatments and therapies, and which professionals work with children with autism. Co-written by a speech and language pathologist and a PhD specializing in the education of children with autism, this book provides a broad overview of social communication and how these skills, or lack thereof, impact development across multiple domains. Case vignettes help make the information more relatable, and links to helpful websites are included at the end of the book. Early chapters outline how autism is diagnosed and which symptoms typically present at each age. This nicely transitions into chapters outlining which types of professionals work with children with autism (e.g. speech therapists, special educators, neurologists, and developmental-behavioral pediatricians) and what interventions are provided at each developmental stage. The authors describe early intervention programs and therapies for children younger than 3 years and explain how therapists work collaboratively to provide a comprehensive and individualized home-based curriculum. In the chapter on educational services, the authors define commonly heard educational terms, outline the educational rights of children with autism, and explain the concept of “least restrictive environment” while describing possible classroom settings. Supplemental resources provide examples of topics that were discussed in the chapter, such as a sample Individualized Education Program or a sample Antecedent-Behavior-Consequence chart. Throughout the book, multiple figures, cartoons, text boxes, and illustrative case examples help make more of the complex concepts or multiple treatment strategies easier to understand and interpret. One complete chapter is devoted to explaining the concept of “evidence-based” and outlines why this is such an important component to consider when choosing a particular therapy or treatment for a child. The authors provide basic concepts related to research (e.g. double-blind, peer-review, strength of the evidence) and even provide a chart that describes the various therapies available for treating autism and rates the quality of evidence for each method as “established,” “emerging” or “unestablished.” The authors are not afraid to tackle controversial topics and provide straightforward, honest, and scientifically valid explanations for why these treatments are not recommended. For instance, when describing how many educational programs may offer sensory integration therapy or “sensory diets,” the authors note “there is no evidence that these practices provide any benefits that extend beyond the immediate pleasure of engaging in [the therapies]” (p. 89). The authors highlight the principle of “first, do no harm” and warn strongly against any therapy that proposes to offer a “quick fix” or “total cure.” Although written for parents and caregivers, interested clinicians may find this a helpful resource, particularly those clinicians who are not as familiar with the intricacies of diagnosis and treatment of autism. One potential criticism of this text is that the title does not seem to accurately encompass the scope of the book; specifically, the book serves as a general introduction to autism for families with a focus on communication as a crucial part of the treatment for autism. Overall, “Let's Talk: Navigating Communication Services and Supports for Your Young Child with Autism” offers concise and easily understandable information and is highly recommended.

Развитие инклюзивных практик в зарубежных и отечественных школах в 90-е годы ХХ в.

The beginning of the formation of the inclusive practices in foreign countries is connected with 80-90s of the last century and was inspired by an adoption of international acts designed to protect the educational rights of children with disabilities. In Russia, the active development of inclusive practices begins with the adoption of the Federal law “On education of the Russian Federation” No. 273-FZ (29.12. 2012). It was the date when the new model of education of persons with HIA had acquired legal status. However, the introduction of inclusive education in Russian schools is confronting with many difficulties and in order to resolve them we need to carry out a retrospective analysis of processes and events observed in late 90s by foreign scholars, who brought inclusive education into life. The authors also find it necessary to turn to new developments in the Russian educational system in order to estimate it from the point of view of the latest global trends. During last decades there appeared classes with pedagogical support, in which pupils with previous PMPC training can study; school psychology services start to function; the new educational system, designed with a special focus on tolerant relationships, provided favorable conditions for students with certain developmental disorders. In the opinion of the authors of the article, their own past and present experience alongside with the analysis of foreign inclusive practices can play a positive role in overcoming obstacles to the development of inclusive education in Russia

After the Visit: An Overview of Government and Community Programs Supporting Children with Medical Complexity.

The optimal care of children with medical complexity (CMC) requires involvement from a network of professionals that includes physicians, nurses, ancillary service providers, and educators. Pediatric health care providers typically have early and frequent contact with the families of CMC. Therefore, they are in a unique position to connect families to developmental, educational, and psychosocial supports. This article reviews important government and community programs that support CMC living in the United States. It outlines the educational rights of children with disabilities and offers practical tips for collaborating with Early Intervention and the public school system. The article also provides an overview of financial assistance programs, respite care services, and support groups that are beneficial to CMC and their families.