How Inclusive Is the Right to Inclusive Education? An Assessment of the UN Convention on the Rights of Persons with Disabilities' Concluding Observations

Autor/in	Byrne, Bronagh
Titel	How Inclusive Is the Right to Inclusive Education? An Assessment of the UN Convention on the Rights of Persons with Disabilities' Concluding Observations
Quelle	In: International Journal of Inclusive Education, 26 (2022) 3, S.301-318 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Byrne, Bronagh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1651411
Schlagwörter	Inclusion; Student Rights; Students with Disabilities; Equal Education; Policy Analysis; Foreign Policy; Criticism; Foreign Countries; Student Placement + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Politikfeldanalyse; Außenpolitik; Kritik; Ausland; Schülerpraktikum
Abstract	Across jurisdictions, what constitutes inclusive education varies. The adoption of the UN Convention on the Rights of Persons with Disabilities (CRPD) in 2006 provides a critical opportunity to untangle the elasticity of 'inclusive education'. Using Article 24 CRPD as the normative framework for inclusive education and drawing on a content and critical policy analysis of the Concluding Observations of all countries examined by the CRPD Committee to date, this article systematically explores the emerging trends and foci of the right to inclusive education across the globe and examines their implications for discourse and practice. It will be argued that while the right to inclusive education has become more focused, persistent concerns abound. In particular, voice must be given to children with the most complex and profound disabilities and for whom the practicalities of inclusive education are more difficult to achieve. Greater focus is also required in achieving a rights-compliant transition from segregated to inclusive education settings that does not, in the process of doing so, rescind the rights of the minority of children with the most profound disabilities currently in segregated schools. These issues need to be explicitly confronted so that the inclusive education can be promoted for all children with disabilities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01