Inclusive Schooling for Children with Disabilities within International Development: The CRPD and 'The Broken Promise of Education for All'

Autor/inn/en	Winzer, Margaret; Mazurek, Kas
Titel	Inclusive Schooling for Children with Disabilities within International Development: The CRPD and 'The Broken Promise of Education for All'
Quelle	In: Education and Society, 34 (2016) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-2655
DOI	10.7459/es/34.1.02
Schlagwörter	Inclusion; Children; Disabilities; Access to Education; Developing Nations; Childrens Rights; Foreign Countries; Treaties; International Law; Educational Objectives; Barriers; Program Implementation; Special Education; Educational Legislation; Program Effectiveness; Educational Policy; International Organizations; Progress Monitoring + Suchen Sie Ihr Suchwort? Inklusion; Child; Kind; Kinder; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Developing country; Developing countries; Entwicklungsland; 'Children''s rights'; Kindesrecht; Ausland; Abkommen; Law of nations; Völkerrecht; Educational objective; Bildungsziel; Erziehungsziel; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; International organisation; International organisations; International organization; Internationale Organisation
Abstract	Securing rights to inclusive schooling for children with disabilities in developing nations should rest on a scaffolding of interaction between international commitments such as Education for All (EFA) and the Millennium Development Goals and the disability-centric UN "Convention on the Rights of Persons with Disabilities" (CRPD). To date, the rights protections and education directions of the CRPD are unevenly integrated into EFA, contributing to the broken promise of Education for All. This paper addresses the parallel conversations about inclusive schooling discerned within the EFA and CRPD agendas and examines the barriers that hinder implementation of schooling for those with disabilities as an accepted and understood goal. Overall, data chiefly drawn from EFA Monitoring Reports and the special education literature find that positioning dedicated inclusive schooling simultaneously within disability-specific legislation and as part of the wider EFA is replete with contradictions. There is little progress toward reaching EFA goals for the disabled population and the CRPD is limited in maintaining an effective, proactive position within policy systems where it has constricted formal authority and financing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01