The Equal Rights Review Volume 9, pp.117-137
Paper commissioned for the EFA Global Monitoring Report 2010, Reaching the marginalized
PART 2: The convention on the Rights of Persons with Disbilities, Chapter 15
Funded by CBM: www.cbm.org
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on spe
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cial needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observations at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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These guidelines have been compiled for education ministries or other educational leaders (including development partners, non-governmental or private organizations working with schools or directly with
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caregivers) who want to adapt and adopt resources to support the marginalized caregivers of children with disabilities.
The guidance presented in this document was developed by a team of international and national experts following a proof-of-concept pilot4 of the resources in two countries. The work was carried out between February 2021 and January 2022. The pilots demonstrated that principles and activities described in the resources could be carried out, in practical terms, in line with existing government programmes supporting the implementation of disability-inclusive education.
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Alternative Report to the UN Committee on the Rights of Persons with Disabilities in response to South Africa’s Baseline Country Report of March 2013 on the UN Convention on the Rights of Pers
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ons with Disabilities, with particular reference to the provisions of Article 24
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Paper commissioned for Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children
This report found that while European Schools are paying increasing attention to inclusion, children with disabilities continued to face problems.
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They are rejected, pressured into changing schools, or are not provided with appropriate accommodations and support to allow them to learn and thrive in an inclusive environment.
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Q3: What approaches are available to enable non-specialized health care providers to identify children with intellectual disabilities, including in
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tellectual disabilities due to specific causes?
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Save the Children in Albania is establishing and strengthening structures and mechanisms which monitor and advocate for children’s rights, promote ways to protect
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children from all forms of exploitation and violence and also empower and support children and their representatives to meaningfully advocate for implementation of their rights and influence decisions that bring about changes in their future lives.
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Working Paper Series: No. 26