Rights Of Disabled Children Research Articles

"Fruits of our past karma": a qualitative study on knowledge and attitudes about congenital anomalies among women in Pune district, India.

Congenital anomalies are distressing events for future parents/parents when a foetal anomaly is detected during pregnancy or when the infant is born with a disability ora congenital disorder. Maternal health services in India do not provide information on these disorders as part of routine activities. The objective is to understand women's knowledge and attitude on causes, prevention, rights; attituted towards disability; and knowledge on medical care, rehabilitation, and welfare services in Pune district, India, with the goal of identifying the contents of birth defects education resources. The study used a qualitative descriptive design. Six focus group discussions were conducted with 24 women from Pune district. Qualitative content analysis was used to identify emergent themes. Three themes emerged. Firstly, women's knowledge on congenital anomalies was limited. These conditions were discussed generally with other adverse pregnancy experiences, and with reference to children with disabilities. Secondly, pregnancy termination for conditions considered untreatable was majorly advocated by most women. Directive counselling for pregnancy termination by doctors was common. Thirdly, stigmatizing attitudes were responsible for children with disabilities being considered a burden, for maternal blaming, and for the stigma and isolation of families. Knowledge on rehabilitation was limited. The study identified that participants. Three target groups and contents for birth defects education were identified. Women's resources should include knowledge on preconception and antenatal opportunities for reducing risks, available medical care, and legal rights. Parents' resources should provide information on treatment, rehabilitation, legal provisions, and rights of disabled children. Resources for the general community should additionally include disability sensitization messages to ensure the inclusion of children with congenital disabilities.

The rights of disabled children in Iraq

Disability is generally defined as a physical, mental, or psychological injury that causes harm to the child’s physical or mental development, or both, and may affect his psychological state and the development of his education and training. Thus, the individual or the child becomes a person with special needs and is less than his peers of the same age in physical functions perception, or both. Handicapped children are usually classified into the following groups: Physically handicapped children disability physical Mentally retarded intellectual disabilitysocially handicapped children disability Social. Disability occurs for several reasons or factors, the most important of which are congenital factors , communicable diseases , non - communicable physical diseases , functional psychological and mental disorders , accidents , malnutrition , addiction to alcohol and drugs , and During pregnancy problems occur . Since the disability, of its various types, drains a huge effort, incurred by the state and the family, so it depends Methods and programs protection From disability on me How aware are we?

Disability and inclusion in Kazakhstan

The Republic of Kazakhstan ratified the United Nations Convention on the Rights of Disabled People in January 2015 as part of a programme of ‘Future without Barriers’ and has sought to make the majority of its schools inclusive. This paper reports on progress towards inclusion and the challenges faced by a nation that is aspiring to develop as an independent nation whilst still utilising knowledge and capital from the former Soviet Union. An analysis of the country’s ‘readiness’ for inclusive education is offered, using Hacking’s 2010 concept of (2006; 1998a & b; 2010) ‘making up people’ and Mitchell’s ‘ablenationalism’. Ablenationalism is also used to explore how Kazakhstan’s efforts to assert its own distinctive identity and culture affected the positioning of disabled children and adults within education and within society. We conclude with some considerations of the possibilities for the future rights of disabled children and for inclusion. Points of interest This article focuses on the republic of Kazakhstan, which separated from the Soviet Union in 1991. The country has made significant efforts to introduce inclusive education over a short period of time and there has been some success. A major barrier to progress comes from the country’s system of assessing and classifying disabled children. Teachers have found inclusive education challenging and many have expressed a preference for segregation. Parents faced enormous challenges in having their disabled children accepted in mainstream schools. However, by establishing parents’ groups, they have been able to influence policy and practice and increase progress towards inclusive education. Recommendations made to the Ministry of Education and Science of Kazakhstan, who commissioned this research, included adopting an international perspective to enable it to learn from other countries; incentives to schools to encourage greater inclusiveness and extended media campaigns to change attitudes towards disability.

Entre protection et mobilisation : contributions canadiennes et québécoises à l’histoire transnationale des droits des enfants handicapés (1920-1980)

Cet article repère les principaux jalons de la mobilisation à l’égard des enfants handicapés au Québec et dans le monde. Il s’intéresse en particulier à l’émergence d’un mouvement de défense des droits des enfants infirmes sur la scène internationale pendant l’entre-deux-guerres, auquel le Canada, incluant le Québec, ont participé. En s’appuyant sur un corpus de sources variées, l’étude démontre qu’une conception sociale de l’enfance infirme a principalement été véhiculée par les acteurs de ce mouvement, sans être pour autant exempte de l’influence médicale. En insistant sur les causes socio-économiques responsables de l’infirmité, les philanthropes discréditent un autre discours qui fait porter le poids des déficiences sur des facteurs individuels. Notre lecture de ce mouvement d’avant-garde nuance l’interprétation selon laquelle une emprise médicale hégémonique aurait pesé sur les jeunes handicapés jusqu’à l’intensification de l’activisme dans les années 1960.

Is the right to early intervention being honoured? A study of family experiences with early childhood services

This article presents an empirical study of family interactions with childhood disability and early years services in Ontario, Canada, with a focus on whether the right to early intervention is being honoured. International mandates, national legislation, and local policies have increased global awareness of the rights of children to be provided with environments for optimal healthy development and education, including the right to early intervention. The right to early intervention is articulated by the United Nations in several international declarations and conventions. Article 20 of the Convention on the Rights of the Child (CRC, 1989) was the first convention to use the term disability. It specifically addresses the particular rights of disabled children, with articulation of the right to “enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the child’s active participation in the community” (A.20, s.1, 1990). Further, the CRC clearly states that children have the right to special care and assistance for both the child and the service providers working with the child. Services are to be delivered free of charge in order to ensure that the child has access to education, training, health care, rehabilitation, preparation for employment, and recreation services. In all cases these services must consider the fullest social integration and individual development that is consistent with cultural and spiritual beliefs (A.20, s.2-4).

Development of education rights for disabled children in Northern Cyprus and evaluation of grants for their families

This paper focuses on the evaluation of education rights of disabled children and grants for families to foster social integration. In this respect, it is essential to conduct a research to set situation analysis on the social inclusion and development for equal life. Qualitative research nature was conducted in order to understand perceptions and experiences on current situation on rights and possible ideas for further development. In this respect, research study revealed that there is an intensified need to conduct project and studies to enhance rights and education facilities of disabled children and services for their families.

A Clash of Conventions? Participation, Power and the Rights of Disabled Children

This article considers the neglected topic of the relationship between the Convention on the Rights of Persons with Disabilities and the Convention on the Rights of the Child, with regard to the participation rights of disabled children. It analyses key articles in both conventions and considers relevant general comments from both convention committees (the Committee on the Rights of the Child and the Committee on the Rights of Persons with Disabilities), and their interpretation by academic contributors. The article argues that much work on this topic fails to develop an adequate understanding of power relations, and that the ‘social model of disability’ which underpins the disabilities convention, when applied to ‘childhood’ (as opposed to ‘children’) suggests that the implications of that convention for the participation rights of all children, not only disabled children, are profound. This is because the disabilities convention rejects the relevance of tests of capacity and ‘best interests’ for disabled adults, for reasons which are equally germane to disabled children, and children in general. The article concludes with discussion of the difficulties in implementing the insights derived from the analysis of the disabilities convention in substantive law in the absence of a right to freedom from age discrimination for children, and suggests other, less far-reaching, reforms that could be made this notwithstanding.

Time for justice: safeguarding the rights of disabled children

This article reviews two core strategies for safeguarding the rights of disabled children and examines the extent to which these processes advance justice for children in accessing an inclusive and equitable education. The article evaluates the adequacy of the legal system in the face of increased evidence of exclusionary practices of schools, and the low uptake of the disability tribunal as a vehicle for redressing discriminatory practices. It reviews the work undertaken with schools to develop procedures and processes to support them in identifying disabled pupils in order to monitor the impact of their policies and practices. Although there were some limitations, this work provided a platform from which to ensure that schools engaged with their responsibilities and understood more about the ways in which a child’s impairment impacted on their participation in school life. Instead we are dependent on the work of voluntary associations to safeguard children’s rights.

Жизнь без барьеров: o перспективах и изменениях в положении детей с инвалидностью и инвалидов с детства

The article shows the role of Russian ratification of the UN Convention on the Rights of Persons with Disabilities. Problem analysis of kind of services for chil- dren with disabilities and lifelong disabled persons is performed using a schema “Alternative living models for a lifelong disabled person in Russia”. The article demonstrates the main content of early intervention programs and the role and place of a multidisciplinary team of program experts. We discuss the main aspects of the problems related to education for disabled children, the features of linkage between social services and social support for children with disabilities and families raising them. Attention is paid to the development and widespread implementation of hospital- substituting technologies. The article presents con- cept of a pilot project of the Foundation for children in difficult life situation to facilitate the social adaptation of disabled persons. Author made a conclusions on increasing authorities’ attention to disable person’s needs, the need for change in the current legislation according to UN Convention, and annexations to federal legislation governing the rights of disabled children and lifelong disabled persons, the need to develop public policies using all available resources and the experience of socially oriented NGOs primarily.

THE CURRENT STATE OF LEGAL INSTITUTIONS PROTECTING THE RIGHTS OF JUVENILES IN RUSSIA

The article highlights the current state of the legislation on protection of the rights of under-aged. Much attention is paid to the formation of the juvenile justice system in the Russian Federation. We present problems related to law infringements by teenagers in various fields and their solutions, highlight the work and the development of juvenile courts in Russia, sum up the results of the implementation of juvenile technologies and their significance, gives the definition of the term «confiscation» of the child, which in accordance with the Family Code is replaced by the «restriction of parental rights». The article considers the cases when the guardianship and trusteeship bodies deprived parents of their children because of their «oppressive love» to the child or because they could not buy more «fashionable» clothes, and stresses the idea that it is inadmissible to deprive children of their family without serious reasons, such as a threat to their life or health. This issue must be given proper public attention; otherwise it can lead to destruction of the family. The article suggests various measures and recommendations for the reform of the judicial system and its adaptation for juveniles, including protection of the rights of disabled children and protection of children from alcohol, drug abuse, and violence.

Being counted? Examining the prevalence of looked‐after disabled children and young people across the UK

AbstractSince the 1970s, there has been growing academic interest in children and young people living in state care and, more recently, in the lives of disabled children. However, there has been little attention on the lives of disabled children who are looked after by the state. This paper compares and critiques what is known about the numbers of disabled children who are looked after in England, Northern Ireland, Scotland and Wales. We discuss the conceptual and methodological limitations of systematically collecting data on disabled children in state care across the UK. We argue that to ensure that the rights of disabled children in state care are identified, acknowledged and upheld, ‘being counted’ is a fundamental first step.

Assessment of the applications to Kocaeli Derince Research and Education Hospital in 2012 and 2013 to obtain disabled children’s health board report

In this study, it is aimed to determine the neurodevelopmental disorders of children and adolescents applied to health committee for the disability, in a definite period. Cases of 0-18 aged 1512 children and adolescents who applied to health committee of our hospital between January 2012-December 2013 were analysed retrospectively. The study included cases whose 37.6% (569) were female and 62.4% (943) were male. The mean age was 7.66±3.8. 36.3% (549) of the cases were in the range of 0-6 years of age, 63.7% (963) of the cases were in the range of 7-18 years of age. The most common diagnoses were developmental delays in the range of 0-6 years of age and intellectual disability in the range of 7-18 years of age. Results of such studies investigating the applications will contribute to the statistical data of disabled population in our country, and will faciliate the organisation of social and educational rights of disabled children and adolescents applied to the health committees.

Protecting the rights of pupils with autism when meeting the challenge of behaviour

Accessible Summary Pupils with autism are often physically handled in schools without teachers realising that this can be distressing for them. Many teachers do not know about the United Nations Convention on the Rights of Persons with Disabilities. Teachers need support with developing their understanding of how pupils experience being handled. It is important that the rights of disabled pupils are recognised and protected. Summary‘Positive handling’ has become a popular intervention within education and other services in England in the management of behaviours that challenge. This paper uses a vignette of an observation of the handling of children with autism as a starting point for consideration of whether this practice can ever really be experienced as positive or whether it is often little more than a mechanism of control that disregards the rights of disabled children and young people. All schools are mandated under the United Nations Convention on the Rights of Persons with Disabilities to protect the rights of disabled pupils, but, to date, there has been very little engagement by teachers with this agenda. This paper identifies some of the rights of pupils that are negated through current practice and evaluates what support Prouty's principles of pre‐therapy from the field of counselling might offer teachers with developing a rights based agenda.

Deconstructing the Greek-Cypriot new national curriculum: to what extent are disabled children considered in the ‘humane and democratic school’ of Cyprus?

The present paper contextualizes the recent process of development of the New National Curriculum (NNC) for use in Greek-Cypriot public schools. Using content analysis, it pays particular attention to the degree to which the language, performance expectations, and suggested materials described in the NNC take account of disabled children. Notwithstanding the human rights and anti-discrimination rhetoric that surrounds the process of creating an inclusive NNC, the findings presented herein suggest that the curriculum falls short of addressing the rights of disabled children in inclusive education. On the basis of this finding, the paper discusses the dangers inherent in implementing the proposed NNC in its current form.

Curriculum matters for all students? Understanding curriculum from the perspectives of disabled students and teacher aides

Introduction ... nowhere is education an uncomplicated 'good'; it produces both justice and injustice, equity and inequity and the issue is to understand why, when and how. (Walker, 2003, p. 169) The compulsory education of a nation's children and young people is characterised by complexity. This article focuses on the experiences of disabled students, whose education is sometimes marked by injustice in terms of inequitable access to and participation in New Zealand state schools (IHC, 2008). Given the central role of curriculum in ensuring that young New Zealanders are equipped with the knowledge, competencies, and values they will need to be successful citizens in the twenty-first century (Ministry of Education, 2007, p. 4), the purpose of this article is to examine the opportunities that disabled students have to access the body of knowledge deemed significant by and reflective of New Zealand society. This article begins with an examination of the legislative and policy context. Legislative and policy context Why is the right to education of such importance for all students? In a recent analysis of children's rights in New Zealand educational policy documents, Quennerstedt (2009) noted that, while education is a human and social right in and of itself, it is also a critical means of attaining civil and political rights as an adult. If a child's right to education is compromised, this also compromises their future opportunities for participation in and contribution to all aspects of community life, which in turn diminishes their opportunities to develop and exercise the civil and political rights that characterise citizenship in democratic societies. For some students whose human difference may diminish their humanity and educability in the eyes of others, the right to compulsory education can be conditional and contested (IHC, 2008). It is encouraging, therefore, to note that over the last 20 years the rights of disabled children and adults in New Zealand society have been increasingly recognised in legislation (Education Act 1989; Human Rights Act 1993), in the commitment to United Nations conventions (United Nations Convention on the Rights of the Child, 1989; United Nations Convention on the Rights of Persons with Disabilities, 2007) and in the implementation of The New Zealand Disability Strategy (Minister for Disability Issues, 2001). the strategy aims to develop an inclusive and socially just society in which the importance of quality education for disabled students is emphasised. It is underpinned by current thinking about disability that recognises cultural and structural barriers to participation and justice (see, for example, Priestley, 2003). Interestingly, current Ministry of Education policy documents present a somewhat inconsistent interpretation of disabled students' right to education (Higgins, MacArthur, & Rietveld, 2006; Kearney & Kane, 2006). On the one hand, the ministry recognises its responsibility to implement The New Zealand Disability Strategy (see, for example, Ministry of Education, 2008), and to ensure that schools remove barriers to achievement for disabled students (see, for example, Ministry of Education, 2009); on the other hand, aspects of Special Education 2000 policy (Ministry of Education, 1996) impose barriers to students' participation and achievement. For example, although disabled students have a right to attend local schools, some are required to go through a contestable, deficit-focused, needs-based application process (through the Ongoing Reviewable Resourcing Scheme [ORRS]) in order to get the resourcing required to access the curriculum in meaningful ways. Should their application be declined, students, their families/whanau and schools have to find the required resources from other sources, including schools' Special Education Grant (intended to support students with so-called moderate rather than very or high needs) and/or charitable trusts or private funding. …

Os direitos da criança portadora de deficiência e o benefício assistencial de prestação continuada

This article aims to introduce the fundamental rights of disabled children by exposing aspects of Law No. 8.069 / 1990 (Statute of Children and Adolescents) and the innovations brought about the treatment of the child. Discuss the principles of Integral Protection and Absolute Priority. Addressing certain aspects of Social Welfare and the Continued Benefit provided for n Article 203, V, of the Brazilian Federal Constitution and regulated by Law No. 8,742 / 1993. Discuss the importance of granting the benefit to disabled children and about the difficulty of getting it before the Local Authority Social Security.

Inclusive education policies and the feasibility of educational change: the case of Cyprus

Given the ecumenical pleas and legislative imperatives for more inclusive educational policy and practice, Cyprus has been steadfastly heading towards the realignment of its educational legislation towards a more inclusive discourse. This has been especially true after the implacable criticisms that the UNESCO report cast on the Cyprus educational system in 1997. After that there were, among other things, co‐ordinated efforts to accelerate the voting of the 1999 Special Educational Law that proclaimed the rights of disabled children to be educated along with their peers in mainstream classrooms. It is evident, however, that by no means can the theorisation of educational change be confined to the legislative attempts and their consequences. Rather, the attempts towards educational change should encompass the structural as well as the ideological bases upon which the education system is predicated. The official legislation constitutes a single parameter of the entangled network of interconnections and interdependencies underpinning special education policy and practice. Change is based on an array of factors permeating both agents and structures in the constitution of historical periods.

Disabled Children and the Law: Research and Good Practice (Second Edition), * Janet Read, Luke Clements and David Ruebain, * London, Jessica Kingsley Publishers, 2006, pp. 304, ISBN 1 84310 280 3, 19.99 (pbk)

This second edition of Disabled Children and the Law, written by two lawyers and a social work academic as a guide for practitioners, policy makers, students and families to using the law to promote good practice and policy development for disabled children and young people, has been revised to include new research and to take account of the changes arising from the 2004 Children Act in the overlapping responsibilities of social services, health and education towards disabled children and young people. In Chapter 1, the authors set out the three basic principles underpinning their book: Disabled children and their families have a right to a quality of life comparable to that enjoyed by others who do not live with disability. If we are to ensure that the rights of disabled children and their families are protected and promoted, then it is essential to have an integrated approach to research, good practice and the law. The law should be seen as a tool that can be used to help achieve practice that research indicates is valued and meets important needs (p. 11).

Integration, integrity and effectiveness

Until the mid‐1990s, debates about integration tended to focus on the rights of disabled children to attend mainstream schools. However, more recent research has raised new concerns about the politics of integration from the ‘standards’ perspective. This Internet‐based research project was designed to follow the 20 secondary schools in England, where more than 10% of the pupils had statements of special educational needs (SEN). Several of these schools are now being threatened with closure. This is either because they are failing to meet the Government's benchmark targets of 5+GCSEs at grades A–C, or because they are failing to attract sufficient numbers of mainstream pupils. However, these schools may well be seen as popular and successful by the parents of pupils with statements of special educational needs. Little appears to be known about how schools juggle these competing priorities successfully, and the author calls on readers of this journal to promote our understanding and their survival through a national conference.

Law and the child.

1. Lynn Davidson, MD 1. Children’s Hospital at Montefiore, Bronx, NY 1. Emerging Disability Policy Framework: A Guidepost for Analyzing Public Policy. Stevenson R. Iowa Law Review. 2000;85:1691-1806 2. Individuals with Disabilities Education Act 1997. Office of Special Education Programs Web site: www.ed.gov/offices/OSERS/OSEP/Policy/ 3. Legislation for the Education of Children with Disabilities. Palfrey JS. In: Levine M, Carey W, Crocker A, eds. Developmental-Behavioral Pediatrics. 3rd ed. Philadelphia, Pa: WB Saunders Co; 1999:782–785 4. Legal Issues. Larson EV, Christian WP. In: Levine M, Carey W, Crocker A, eds. Developmental-Behavioral Pediatrics . 3rd ed. Philadelphia, Pa: WB Saunders Co; 1999:771–781 5. Caring for the Gravely Ill Children. Fleischman AR, Nolan K, Dubler NN, et al. Pediatrics. 1994;94:433–439 6. Legal and Ethical Concerns. English A. In: Friedman SB, Fisher MM, Schonberg SK, Alderman EM, eds. Comprehensive Adolescent Health Care . St. Louis, Mo: Mosby; 1998:109–113 7. Suicidal Behavior and Suicide. Setterberg SR. In: Friedman SB, Fisher MM, Schonberg SK, Alderman EM, eds. Comprehensive Adolescent Health Care . St. Louis, Mo; Mosby; 1998:932–937 Over the past several decades, pediatricians have seen dramatic changes in the rights of mentally and physically challenged patients. Effective advocacy from parents’ groups in the late 1960s and 1970s, with assistance from physicians, lawyers, and educators, put in motion significant changes in the laws governing the care of people who have disabilities, a process of change that continues today. It is important for pediatricians to keep abreast of the federal rules relating to the rights of disabled children. As knowledgeable resources for patients and their families, pediatricians can help guide them through what can be both an overwhelming and an overwhelmed educational system. Informing parents of their legal rights helps empower them to be involved in educational evaluation and monitor their child’s ongoing progress in school. Often pediatricians are the first to identify children who have disabilities and refer them to the proper agencies for evaluation. Because federal laws are administered differently in every state, each clinician must be aware of how his or her state handles these laws. The federal laws, known either by abbreviations (IDEA, ADA) or by their public law number, aim to eliminate discrimination that prevents disabled individuals from participating fully in society. Highlighted here are the laws that have had the most impact on mentally and physically challenged children, particularly on their …