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In this paper, I argue that the Committee on the Rights of Persons with Disabilities Guidelines on Deinstitutionalization, Including in Emergencies function as an instrument and template for reparative justice towards persons still in institutions and survivors of institutionalization. The Guidelines construct deinstitutionalization as a reparative process at both the systemic and individual levels, as well as calling for the creation of reparation and redress mechanisms. I examine the entire body of the Guidelines, highlight their reparative content, and point out where the text may fall short of this perspective and how the shortcomings might be remedied. This paper is grounded in the situation of psychiatric institutionalization and the concerns of people subjected to that system, emphasizing issues faced by this constituency and its human rights concerns for redress and legal and societal change. The issues addressed include the following: the strengthening of normative standards with regard to the abolition of psychiatric institutionalization and forced interventions and the obligation to immediately end these violations; a policy shift towards the de-medicalization of psychosocial disability; the implications of reparative justice in diminishing the role and authority of those that have operated institutions including the mental health system; the role of adult persons with disabilities as members of families and the role played by some family members in institutionalization; issues to be considered in designing reparations processes and mechanisms. Following some introductory remarks, this paper is structured to follow the outline of the Guidelines, quoting the text with interspersed comments and ending with a brief conclusion. [ABSTRACT FROM AUTHOR]

The 2011 the Western Cape Forum for Intellectual Disability v Government of The Republic of South Africa case flagged a lot of issues faced by persons with disabilities relating to access to education in South Africa. The case tackled certain perceptions about the ineducability of persons with profound and severe disability and the remaining charity-oriented perception by the South African Department of Basic Education. While the court made several important points in advancing universal access to education, the author argues that certain holes in the judgment hinders the existence of judicial finding truly infused with concerns of substantive equality. An example of this short-coming is the court's consideration of reasonableness when the right to basic education is an immediately realisable right. The author also argues that the South African developments in education policy for persons with disability, while positive, is insufficient to truly give effect to substantive equality – the claim to equality being made in the new constitutional dispensation. There is still an attitude that is too permissive of separating students based on abilism. The social model of thinking about requires a complete transformation of the education system that would not require a classification of learners by abilities but have a different constitution so as to accommodate all students and not unduly enable one group over another. The author considers the approaches from Canada and India to explore its responses to education for students with varying levels of ability. Canada's similar conception of equality and India's influence on South African constitutionalism and shared experience with massive equality gaps make these jurisdictions instructive.

The unjust schooling experiences of many disabled students is the impetus for this conceptual paper, which investigates the complexity involved in developing future teachers' knowledge and commitment to putting into practice disability rights-related provisions. The paper focuses on the components of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (United Nations 2006. United Nations Convention on the Rights of Persons with Disabilities. Accessed March 1, 2020. ) that relate specifically to teacher education programmes. The concepts of dysconciousness (King 1991. "Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers." Journal of Negro Education 60 (2): 133–146) and dysconscious ableism (Lalvani et al. 2015. "Teacher Education, Exclusion and the Implicit Ideology of Separate but Equal: An Invitation to a Dialogue." Education, Citizenship, and Social Justice 10 (2): 168–183) are explored to facilitate theoretical understanding of possible reasons for injustices, including the marginalisation of many disabled students within/without the education system. Discussion then focuses on relevant research and practical strategies that may support student teachers to narrow the distance between theoretical understandings of Article 24 and its implementation in their teaching practice. In closing, the notion of dysconscious ableism is revisited in relation to its impact on teacher educators' own thinking and practice. In order to do justice to Article 24 within teacher education, and in turn, to disabled students in schools, much is possible, and we as teacher educators, alongside our student teachers, have much to (un)learn. [ABSTRACT FROM AUTHOR]

This paper addresses the issue of sexuality and violence and how they are inextricably linked in women with disabilities. Perceived by the family as well as the state to be vulnerable to sexual violence in terms of assault and rape, what remains under-examined in case of women with disabilities is the violence that is committed by not regarding them as sexual beings with desires for emotional and sexual fulfilment. By depriving them of roles that are available to able-bodied women and considering them as non-sexual beings, their humanity and dignity is compromised. Drawing from the field work with women with disabilities, the paper argues that despite family support, institutional rehabilitation and government initiatives, issues of sexuality, sexual identity, companionship, and reproductive rights of disabled women are often glossed over. The paper locates female experience of disability and sexuality in the larger context of feminist debates about the female body and argues that a rights-based approach will address the needs and aspirations of disabled women. Additionally, the paper also examines specific articles of United Nations Conventions on the Rights of Persons with disabilities (UNCRPD) that acknowledge the needs and aspirations of women with disabilities and their right to have a home and family. [ABSTRACT FROM AUTHOR]

The Convention on the Rights of Persons with Disabilities was adopted with the intent of bringing about a paradigm shift in the way the general population perceives disability. The paper reports the findings of a qualitative inquiry that used a phenomenological approach to discuss the social grievances of persons with disabilities from a human rights-based perspective and in the context of the middleincome small island nation of The Maldives. Fifteen participants with disabilities, as well as carers and parents of children with disabilities, took part in the study. The findings indicated that the environment is physically disabling, and opportunities for participation, including access to quality education, and social protection for people with disabilities, are limited. The findings speak to the need for a shift in the social view that persons with disabilities are dependantsto enabling human diversity and facilitating the capabilities of persons with disability, their dignity and meaningful engagement in society. The paper concludes there is a need to explore further approaches to encouraging a shift in society and using a human rights approach to social protection to make progress towards the Leave No One Behind Agenda of 2030. [ABSTRACT FROM AUTHOR]

Many countries grapple with the tension between commitment to inclusive education reform and the closure of special schools. This tension is particularly problematic for countries, like Australia, that have ratified the Convention on the Rights of Persons with Disabilities (CRPD). The CRPD is clear that closing special schools is pivotal to protecting the rights of students with disability to an inclusive education. Some provinces in Canada are considered to be leaders in the movement away from segregated education for students with disability. This paper reports on a critical review of the Canadian literature to develop a conceptual framework of drivers for, and barriers to special school closure. Drivers and barriers were identified at four levels: (1) societal level; (2) system level; (3) school level and (4) community level, with implications for each discussed. The findings will inform policy implementation in countries striving to meet their CRPD obligations. [ABSTRACT FROM AUTHOR]

The UN Conventions on the Rights of Persons with Disabilities urges the establishment of inclusive education and expansion of educational opportunities to maximize access to education among children with disabilities (CwDs). However, more than 90% of 150 million CwDs do not have access to education Rather, they are left without school participation, specifically in developing countries and low-income settings. This scoping review aimed at discovering the literature available around the barriers and facilitators to accessing education for CwDs in low and lower-middle income countries in eastern Africa. Medline, CINAHL, Global Health, ERIC, and Embase were searched. After a rigorous systematic search of peer reviewed articles, 188 articles were obtained, and 15 studies were included within this scoping review after iterative and constant readings and screenings of selected articles. A review of grey literature was also conducted and compared to the results gathered from the research literature. In this paper, we report on a variety of barriers and facilitators to accessing education in low and lower-middle income countries in eastern Africa described by the literature. The study findings will inform inclusive education policy and practice, as well as future disability and inclusive education research. [ABSTRACT FROM AUTHOR]

The United Nations has called upon Governments that are signatory to the Convention on the Rights of Persons with Disabilities (CRPD) to adopt practical but progressive systems to transfer resources from segregated settings/special schools into mainstream schools. What will this mean for Australia's special schools, particularly given their significant rise in enrolments over the past decade? What will it mean for the education of Australian students with disability? In this paper, we examine recent Government reviews/inquiries into the education of Australian students with disability to determine whether future planned actions align with Australia's international obligations to move away from segregated schooling. We conclude by examining both the barriers and the potential for providing a high-quality education system that realises the UN's commitment towards inclusive schools and societies. [ABSTRACT FROM AUTHOR]

This paper considers whether a duty to provide consumers with disabilities with pre-contractual information in an accessible format, or in an otherwise personalised format, can be read into EU consumer protection law. Such a duty could be regarded as a particular form of reasonable accommodation. The paper explores this issue in the context of three key consumer protection instruments: the Unfair Commercial Practices Directive, the Consumer Credit Directive, and the Consumer Rights Directive. The paper argues that the Directives should be interpreted in light of the EU's obligations under the UN Convention on the Rights of Persons with Disabilities (CRPD) which addresses, inter alia, the accessibility of information. Whilst consumer protection is an area of shared competence between the EU and its Member States, the three Directives examined in the paper largely provide for "full harmonisation," thereby limiting the scope Member States have for taking action in these fields. In light of this, the paper argues that the EU has, to a large degree, taken on responsibility for complying with the CRPD in these fields, and that the Directives should be interpreted in light of those obligations. The EU Charter of Fundamental Rights can further bolster a human rights compatible interpretation of EU consumer protection directives. The paper also considers the extent to which the Directives allow Member States some residual competences to set requirements concerning pre-contractual information for persons with disabilities. To the extent that such competences exist, the paper argues that CRPD-compatible minimum requirements for pre-contractual information provided to consumers with disabilities should be read into the Directives by the European Court of Justice. Establishing CRPD-compatible minimum requirements in this field would reduce the need for individual Member States to take action to comply with the CRPD, and therefore reduce the risk of divergent national standards which could undermine the internal market goals of the relevant Directives. The paper concludes that a duty to provide a de facto reasonable accommodation, in terms of accessible and additional information, can be read into the Consumer Credit Directive and the Consumer Rights Directive. A more limited duty, concerning only the provision of additional information for persons with disabilities, can be read into the Unfair Commercial Practices Directive. It is unclear whether case law of the Court of Justice can be interpreted as requiring the provision of accessible information under this last Directive. [ABSTRACT FROM AUTHOR]

Copyright of Sozialer Fortschritt is the property of Duncker & Humblot GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research examines the incorporation of Design for All (DfA) in the human nutrition and dietetics curriculum within the European Higher Education Area (EHEA), aligning with the Convention on the Rights of Persons with Disabilities (CRPD). A bibliographic review in the Scopus database focused on literature connecting DfA with this degree. The study also analyzed Spain's legal and educational frameworks, including ANECA's White Book and Order CIN/730/2009. The findings highlight a gap in explicitly including DfA in Spanish universities' curricula for this degree. The paper stresses the importance of integrating DfA across essential courses like public health and diet therapy. It suggests a pedagogical approach blending theory, problem-solving, and service-learning to foster an understanding of inclusivity. The article proposes strategies for embedding DfA in the curriculum, recommending the development of specific subjects and integrating DfA content into existing courses. This approach aims to prepare future professionals to offer inclusive nutrition and dietetic services, ensuring equitable access and participation for all, including those with disabilities. This curricular integration is vital for addressing societal needs and upholding quality and inclusivity in health services. [ABSTRACT FROM AUTHOR]

Background: With reference to the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD), a fundamental change in psychiatric care in Germany was proposed in 2019 by Zinkler and von Peter, supported by a legal perspective from Kammeier, which has since led to controversial debates. Essentially, the aim is not only to reduce coercion in psychiatry to a minimum, but also to fundamentally exclude it in a psychiatry that only provides care. The function as an agent of social control is to be returned from psychiatry to state institutions. Psychiatric hospitals will only admit patients with their consent; patients who refuse therapy will not be admitted regardless of their capacity for self-determination and will remain untreated or, if they have committed a criminal offence or threaten to commit a criminal offence, they will be taken into custody or imprisoned in accordance with the legal regulations applicable to all people. There they will receive psychiatric care if they so wish. Aim of the paper: The paper outlines the background of this concept, including international sources, traces the discussion in German specialist literature and takes a critical look at it. Results: The criticism is primarily directed against the fact that responsibility for a relevant proportion of psychiatric patients would be handed over to the police and judiciary and that, as a result, two realities of care would be established that would considerably differ in terms of quality. Conclusion: Arguments are put forward in favor of retaining the function of social control and considerations are suggested as to how caring coercion can be largely minimized. [ABSTRACT FROM AUTHOR]

This paper begins by providing a history of Japanese law pertaining to special education and its change towards a more inclusive education with the ratification of United Nations Conventions of the Rights of People with Disabilities. With the changes in laws, more children with constant medical care needs in Japan have the opportunity to attend mainstream schools. The recent court case, Kosuge v. Kanagawa prefecture and Kawasaki city, ruled against a child with medical care needs to attend mainstream school and made the judgment that a special needs school (tokubetsushien gakkō) is the appropriate placement for the child based on the child's disability type and degree of disability rather than needs and regardless of the wishes of the child's parents. This paper explores the case judgement and discusses where Japanese special education laws fall short similar to that of the US system based on Individuals with Disabilities Education Act. We suggest the need to keep inclusion as the basic human rights aligned with the Article 24 of the UNCRPD rather than focusing on the continuum of education principle in IDEA, and operationalise the law into practice to make integration of children with disabilities, including children with constant medical care needs, into mainstream education schools. [ABSTRACT FROM AUTHOR]

Background: User involvement and participation in the supervision of the quality of care is an important topic for many healthcare inspectorates. It offers regulators an additional view on quality, increases the legitimacy and accountability of the inspectorate, empowers users and enhancing the public's trust in the inspectorate. To assess the accessibility of the local governmental social domain services the Joint Inspectorate Social Domain in the Netherlands worked together with people with intellectual disabilities performing as 'mystery guests' in an innovative project. This paper describes the findings of the evaluation of this project. Methods: People with intellectual disabilities living at home on their own may need some help with daily activities such as administrative tasks, raising children, household tasks, managing debts or finding work. In the Netherlands they have to arrange this help at their municipality. The goal of this project was to find out how easily people with intellectual disabilities could get help from their municipality. The participants were equal partners with the JISD inspectors from the beginning: in constructing an inspection framework, in acting as mystery guest with a fictive support request, reported back the results by storytelling. Results: The evaluation of the project showed that the JISD succeeded in their key aspect of the project: the goal to involve people with intellectual disabilities in a leading role from the beginning until the end. Their perspectives and preferences were the starting point of supervision. Pain points in accessibility became clear straight away and gave important insights for both inspectors as municipality professionals. Municipalities started to improve their services and evaluated the improvements with the clients. Furthermore, the impact on the participants themselves was also huge: they felt being taken seriously, valued and empowered. Conclusion: Involving people with intellectual disabilities as participants in all phases of supervision processes contributes to more relevant and useful outcomes, creates mutual understanding of perspectives, as affirmed by both municipalities and inspectors, and creates empowerment of the participants. Furthermore, it fits perfectly within the United Nation Convention on the rights of persons with disabilities and the current development of 'value driven regulation'. [ABSTRACT FROM AUTHOR]

Children with development disabilities are guaranteed at the international and national full and effective participation in society on an equal basis with others. They exercise their rights in the family and community in which they live. Therefore, the family and the community, as well as public policies, are factors that affect the life and realization of the rights of children with development disabilities. The aim of the paper is to gain insight into the community support for children with development disabilities and their families as well as into the realization of the rights of children with development disabilities in the city of Vukovar from the perspective of their parents. The qualitative research was conducted with parents of children with development disabilities. The results indicate the following challenges faced by parents of children with development disabilities living in the city of Vukovar: late diagnosis, lack of public and community services and professionals, lack of understanding and support in the family and community, lack of information about the rights of children and parents, challenges in the field of education, absence of parents' right to balance professional and private life, lack of leisure time for parents and fear of parents for the future of the child. [ABSTRACT FROM AUTHOR]

In this paper, we present and reflect upon the process of evaluating two residential mental health facilities in Thessaloniki, Greece, through the WHO QualityRights tool kit. The QualityRights tool kit is a structured process for assessing quality of care and human rights in mental health and social care facilities, in accordance with the United Nations Convention on the Rights of Persons with Disabilities (CRPD), introduced by the World Health Organization in 2012. We have piloted the use of the Toolkit in two supported accommodation facilities, a hostel and a service supervising independent living in apartments, for individuals with long‐term severe mental health problems in the region of Thessaloniki. In this paper, we present the methodology and process of evaluating the facilities, including the challenges posed to the evaluation process by restrictions due to the Covid‐19 pandemic. We showcase the outcome of this evaluation through presenting a summary of the results and the ensuing recommendations for improvement. Finally, we reflect on the usefulness, appropriateness and relevance of the Toolkit for evaluating mental health care facilities in the particular context of contemporary Greece. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Derecho Privado (0123-4366) is the property of Universidad Externado de Colombia, Departmento de Derecho Civil and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In 2010 Romania ratified the provisions stipulated in the Convention on the Rights of Persons with Disabilities. Various studies have highlighted the lack of opportunities, in almost all the domains of social life, for those that struggle with physical or cognitive disabilities, despite the fact that with adjustments, which sometimes require minor investments or just a change of mentality, they could become valuable resources for society. Our paper focuses on the manner in which the education of the students with disabilities can be facilitated at the "Nicolae Bălcescu" Land Forces Academy. Even though at present, in Romania, the military recruitment criteria do not permit the admission of students with disabilities for various reasons of security, numerous modalities can be found to integrate and to employ them, especially due to the endowment of the Academy and to the rapid advancement of technology. [ABSTRACT FROM AUTHOR]

Copyright of Comparative Studies on Islamic & Western Law is the property of University of Qom and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The rights of Persons with Disabilities (PWDs) to accessible built environments include the convenient and safe use of roads and pedestrian infrastructure. This is founded on the United Nations Convention on the Rights of Persons with Disabilities and other related international and local legislation. These notwithstanding, this paper sought to ascertain whether the accessibility needs of PWDs were amply factored into decisions on pedestrian infrastructure. The study adopted a descriptive research design. It involved the use of a checklist developed from the Accessible Side-walks and Street Crossing information guide and the Ghana Accessibility Standards for the Built Environment to assess pedestrian infrastructure along five arterial roads leading to Kumasi, the second most populous city in Ghana. Interviews were also used to ascertain the opinions of 122 PWDs on the inclusiveness of the pedestrian infrastructure. The study found that the pedestrian infrastructure was not as inclusive as required. Maintenance was not given due attention and most PWDs had challenges with the pedestrian infrastructure. The study concludes that irrespective of the prevalence of both international and local standards in Ghana, the accessibility needs of PWDs are not amply factored into decisions on pedestrian infrastructure. Accordingly, policy should dwell on holistic enforcement of the accessibility standards in design, construction and maintenance. These will support the quest to enhance accessible transport systems and consequently efforts towards achieving Sustainable Development Goal 11. [ABSTRACT FROM AUTHOR]

Copyright of Behinderten Padagogik is the property of Psychosozial-Verlag GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This editorial introduces a two-part Special Issue on the Disability Royal Commission and People with Intellectual Disabilities in Australia. The Commission was established in 2019 to investigate violence, abuse, neglect, and exploitation of people with disabilities. The Commission's Final Report, delivered in 2023, included 222 recommendations, some of which were not unanimous. The report covers a wide range of issues and includes the perspectives of people with disabilities. The Commission's work involved public hearings, private sessions, and community engagements. The report has generated controversy, as it focuses on negative experiences and poor-quality services, without exploring positive experiences and factors contributing to good quality services. The text also discusses the challenges faced by governments in responding to the Commission's recommendations and mentions the release of the Independent Review of the National Disability Insurance Scheme (NDIS), which intersects with the Commission's recommendations. The text provides guidance on accessing the Commission's publications, submissions, public hearings, and other resources. It introduces the articles in Part 1 of a Special Issue that critically analyze the Commission's findings and recommendations on various topics related to people with intellectual disabilities. The text concludes by mentioning that Part 2 of the Special Issue will include additional articles on education, health, and Positive Behaviour Support. [Extracted from the article]

Support practices of paid disability support staff often restrict decision-making autonomy for people with cognitive disability, partly due to inadequate training and supervision (Antaki et al., [3]). [Paper Presentation], The Living With Disability Research Center Roundtable: supporting people with cognitive disabilities with decision making, Melbourne. Development of an evidence-based practice framework to guide decision making support for people with cognitive impairment due to acquired brain injury or intellectual disability. Keywords: Intellectual disability; acquired brain injury; supported decision making; temporality; participation; Handicap intellectuel; lésion cérébrale acquise; prise de décision assistée; temporalité; Discapacidad intelectual; lesión cerebral adquirida; toma de decisiones con asistencia; temporalidad; participación EN Intellectual disability acquired brain injury supported decision making temporality participation FR Handicap intellectuel lésion cérébrale acquise prise de décision assistée temporalité ES Discapacidad intelectual lesión cerebral adquirida toma de decisiones con asistencia temporalidad participación 934 952 19 09/09/22 20220901 NES 220901 Introduction Having a voice in decisions about matters that affect one's life is an important aspect of "personhood" (Flynn & Arstein-Kerslake, [17]) and self-determination (Shogren et al., [36]). [Extracted from the article]

Ireland's ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) raises questions about the future role of special schools and classes in the country. Internationally, Ireland has had a relatively low number of students in separate educational provision at just over 2% of the student population. However, there has been a large increase in special class provision in mainstream schools that warrants critique. This paper analyses the history of special class provision in Ireland to suggest a possible developmental role for such classes in moving towards a greater whole school inclusion. [ABSTRACT FROM AUTHOR]

This paper examines the advances made by low- and middle-income countries (LMICs) in the inclusion of children with disabilities and youth within mainstream policies on education, employment, health, and social care provisions and the implications on their outcomes. Theoretically, this paper advances critical disability studies and addresses stigma and discrimination as barriers to progressive social policies. It also critically examines the diffusion of the social model of disability, which finds expression in the Convention on the Rights of Persons with Disabilities (CRPD). Methodologically, this paper uses latent class analysis (LCA) to analyse clusters of LMICs, regarding the adoption of social-legal provisions as stipulated by the CRPD. Finally, the paper concludes with a paradigm shift within the sociology of disability towards a sociology of enablement within the fold of emancipatory politics that addresses stigma and discrimination. [ABSTRACT FROM AUTHOR]

The social and cultural model of disability has challenged the historically powerful perception of disability as a deficiency. Disability is no longer conceived of solely in terms of an individual lack of capacities but also considered as a structural effect of disabling social institutions and normalizing thinking. The UN Convention on the Rights of Persons with Disabilities (CRPD) from 2006 marks a decisive step towards the recognition of humans with (cognitive) disabilities as legal subjects who are entitled to enjoy all human rights on equal terms with others. A central claim of the CRPD refers to full political participation of persons with (cognitive) disabilities. This paper argues for strengthening the political participation of persons with severe cognitive disabilities. The normative starting point is the claim that they are our equals, both morally and socially. In spelling out this status equality for the realm of the political, I focus on what political equality and inclusivity means concerning franchise. I will argue that the disenfranchisement of persons with cognitive disabilities, as practiced in many countries, cannot be justified. Furthermore, enfranchising persons with cognitive disabilities is deemed a central expression of their recognition as equals. Thus, it marks a crucial moment of emancipatory transformation towards a more inclusive political system. In cases where severely cognitive disabled persons cannot exercise the right to vote themselves, forms of assisted voting and supported decision-making must be available. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the challenges affecting deaf education in Serbia, as well as in Serbian Sign Language (SZJ) by probing important policy measures that have been introduced over the years. Furthermore, we provide a summary of sign language research and the beginning of deaf awareness in Serbia. Our discussion focuses on key changes in the education policy that took place in 2009 when inclusive education was introduced and when Serbia ratified the United Nation's Convention on the Rights of Persons with Disabilities (UNCRPD). The ratification of UNCRPD and the subsequent empowerment of the Serbian deaf community paved the way for the legal recognition of Serbian Sign Language in 2015, along with the enactment/passing of the Law on the Use of Sign Language. We review the existing legal and policy documents concerning deaf education and Serbian Sign Language by providing an outline of the government's latest Strategy on Education until 2030 and its accompanying Action Plan until 2023. In conclusion, by focusing on the major goals set by the Strategy and the Action plan, we consider the feasibility of the goals with respect to the time frame and situation in practice. [ABSTRACT FROM AUTHOR]

Article 12 of the United Nations Convention on the Rights of Persons with Disabilities has been instrumental in driving the development of the concept and practice of supported decision making. An important feature has been the development of "supported decision making pilots." This paper identifies, describes and analyses pilot programmes providing support for decision making for people with cognitive disabilities in Australia and internationally between 2016 and 2021. It finds that challenges included providing support for socially isolated people and adequately resourcing those programmes. However, most pilots reported positive outcomes for decision makers, adding to the evidence base for claims to be made about the positive impact of supported decision making on the lives of people with disabilities. The pilots demonstrate that, internationally, there is an emerging set of programmes that seek to promote supported decision making incrementally through developing focussed community awareness and practice. While still small‐scale, time‐limited and experimental, with different levels of rigour in practice and evaluation, they provide some foundation and a preliminary evidence base for larger interventions and reforms in the future. [ABSTRACT FROM AUTHOR]

This document discusses the concept of inclusive digital education and its importance in promoting diversity and inclusion in schools. It explores the potential of educational technology to support inclusive practices and addresses the challenges and barriers that marginalized learners face in traditional educational systems. The document also includes a special issue that features papers on various aspects of digital inclusion, such as parental involvement, the role of teachers, and the impact of technology on learner motivation. Overall, the document emphasizes the need for critical perspectives and effective policy frameworks to ensure successful digital inclusion in education. [Extracted from the article]

Ireland ratified the Convention on the Rights of Persons with Disabilities (CRPD) in 2018. However, the CRPD's provisions on inclusive education have not been widely considered in relation to Irish third level education. This article outlines the findings from two research projects that examined the experiences of students with disabilities at one Irish university. It begins by considering the scope of inclusive education in the CRPD, addressing this through the prism of two cross-cutting rights, accessibility and reasonable accommodation. It outlines the Irish legislative context, identifying significant gaps between existing legal provisions and Ireland's CRPD obligations. It then explores the practical realisation of inclusive education at the case study university. The article argues that accessibility in the CRPD is broader than both Irish legislative requirements and the general institutional understanding. Noting that students face significant difficulties accessing effective reasonable accommodations in practice, the paper contends that this may be partly attributable to the silo-ing of institutional knowledge and the lack of a 'whole educational environment' approach, as well as attitudinal barriers. These impediments prevent the full and equal participation of students with disabilities in tertiary education. The paper then draws on the CRPD to offer suggestions for enhancing inclusive practice. [ABSTRACT FROM AUTHOR]

Many universities in Poland are based in historic buildings. As public facilities, they must have accessibility for people with disabilities. Therefore, historic buildings undergo regular reconstruction to ensure accessibility on the basis of technical and construction regulations and the Convention on the Rights of Persons with Disabilities. For the purpose of the study, those with exceptional architectural, cultural and historical are presented. The article is concerned with determining the current state of accessibility of selected Polish universities for students with mobility disabilities. The first part of the paper deals with the verification of the background material in the form of statistical data and support programmes for the studied group of users. The second part presents historical information about the historic buildings along with a qualitative analysis of the elements already applied to eliminate architectural barriers. Nine selected historical teaching facilities located both in Warsaw and scattered throughout the country were analysed using the field observation method. The conclusion presents the results indicating the application in the realizations of the principle of rational improvement stating that the preservation of historic value can become paramount to ensuring full accessibility. Still, monuments should be treated individually, and the same applies to disabilities, where each is different and requires individual perception and treatment. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has revolutionized our lives and will continue to transform them dramatically for the decades to come. Its potential is indisputable and its applications can bring important benefits to people with disabilities. However, AI is a clearly ambivalent reality and, along with its positive aspects, it also presents downsides that come with various fundamental risks, many of an ethical nature, capable of creating new types of discrimination that curtail the rights of such groups, always in constant vindication, especially in the face of new realities. This paper will review in a generic sense the advantages and disadvantages of artificial intelligence in relation to people with disabilities, with a specific focus on algorithmic biases, a key element with a recognized capability to organize the society and influence policies and institutions through autonomous decision-making, based on a behaviour that may be unfair and discriminatory. Finally, we will present some possible solutions that tend to shape this still incipient phenomenon so it develops in service of every kind of people, including those who present any type of disability. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Disability Studies / Revista Española de Discapacidad is the property of Centro Espanol de Documentacion sobre Discapacidad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Quality of Life Supports Model (QOLSM) is emerging as a new framework that is applicable to people with disabilities in general, but specially to people with intellectual and developmental disabilities (IDD). The aim of this conceptual paper is twofold. Firstly, it aims to show the overlap between the QOLSM and the Convention on the Rights of People with Disabilities (CRPD), highlighting how the former can be used to address many of the goals and rights embedded in the latter. Secondly, the article seeks to illustrate the connection between these two frameworks and highlight the importance of acknowledging and measuring the rights of people with IDD. Therefore, we posit that the new #Rights4MeToo scale is ideal for: (a) providing accessible means and opportunities for people with IDD to identify and communicate their needs regarding their rights; (b) enhancing the supports and services that families and professionals provide to them; and (c) guiding organizations and policies to identify strengths and needs in relation to rights and quality of life. We also discuss future research needs and summarize the main findings of this article, highlighting its implications for practice and research. [ABSTRACT FROM AUTHOR]

Health is the most important component of human life, and mental health even more so; the quality of mental health depends on the way individuals understand social relationships, manage to integrate in the family, in the group of friends, in the community, in social life. The European project KA202 - Strategic Partnerships for vocational education and training (Empow'Them) aims to develop an innovative methodology, which offers continuous, non-disruptive, free training addressed to all professionals. The project is a plea for the important role of self-determination in the recovery and reintegration of people suffering from various mental illnesses. This idea is in line with the Mental Health Action Plan 2013-2020 (WHO, 2013) and the European Commission Green Paper of 2005, which states that self-determination and empowerment of people with mental disorders are fundamental concepts in mental health to improve social inclusion. Self-determination is seen to act as a catalyst for beneficiaries' ability to make decisions about their own lives, remobilize, take responsibility for their choices and become full citizens, regardless of the severity of the illness. The project represents a reflection, search and implementation of viable solutions to support people in a vulnerable moment of their lives. The "Empow'Them" project is consistent with the actions supported by the UN Convention on the Rights of Persons with Disabilities (UN, 2008), as it aims to contribute to the respect and dignity of people affected by mental illness through professional practices that support their individual freedom. [ABSTRACT FROM AUTHOR]

However, based on epidemiological research, data that was available during the COVID-19 pandemic showed that closing schools only had a limited effect on COVID-19 infections:[70] 'With such varied evidence on effectiveness, and the harmful effects, policymakers should take a measured approach before implementing school closures; and should look to reopen schools in times of low transmission, with appropriate mitigation measures'. The closure of schools has worsened the divide, and while it was a consequence of closing schools that was entirely obvious and foreseeable to policy makers, there is no evidence that it was given any proper consideration on the multiple occasions when the Government decided to close schools. A further November 2020 paper compiled jointly by Scientific Pandemic Insights Group on Behaviours (SPI-B) and the Department for Education (DfE) further illustrates how aware the Government was about the damage they were inflicting on children and young people through school closures.[60] And yet, the Government went on to impose two further mass closures of schools. 1. On 18 March 2020, the Secretary of State for Education (SSE) announced to Parliament the first ever nationwide closure of schools in England.[1] Schools were closed between 23 March and September 2020 for most of England's nearly nine million enrolled pupils and then closed again between January and early March 2021 in connection with the third national lockdown. [Extracted from the article]

More than two decades ago, UNESCO's (1994) Salamanca Statement and Framework for Action on Special Needs Education galvanised the inclusion movement by providing a framework for inclusive education. The Statement succeeded in raising awareness of the concept of inclusion internationally, yet genuine inclusion is still the exception and not the norm. This is despite inclusive education being a fundamental human right under the United Nations Convention on the Rights of Persons with Disabilities (2008; CRPD in July 2008) adopted by the United Nations in 2006 as an international treaty and ratified by 181 countries that are legally bound to uphold its terms. In this paper, we examine education scholars' uptake of the CRPD and GC4, relative to the Salamanca Statement, by conducting a citation analysis of literature published in journals from the fields of inclusive and special education between 1994 and 2019. We then look at how each document has been used in the literature over time and conclude with strategies to help improve knowledge of the CRPD / GC4 within education and discuss how these documents can be used to progress inclusive education internationally. [ABSTRACT FROM AUTHOR]

This article explores a research project that aimed to develop online bilingual resources for people with disabilities and their families from Syrian and Iraqi refugee backgrounds in Australia. The project used a co-design approach, involving workshops and online collaboration to identify barriers to service access and develop resource content. The resources, including videos and postcards, were created in Arabic language to address the identified barriers. The project faced challenges due to the COVID-19 pandemic but successfully produced practical resources that were disseminated through various channels. The article emphasizes the importance of co-design and participatory action research in developing culturally sensitive and accessible resources for individuals with disabilities and their families from refugee backgrounds. [Extracted from the article]

Over the past few years, some parents and clinicians in the UK have argued about decisions on the fate of critically-ill children, with the cases ending in protracted and emotionally-sapping legal disputes. The long-running legal conflicts have played out in the public eye, eliciting conflicting opinions. At the core of the disputes is whether parents or clinicians should determine the appropriate course of action. In the event of the disagreements, the domestic court intervenes guided by the 'best interests' principle. A corpus of scholarship, falling on either side of the debate, has captured the contradictions. Until recently, the discourse had focused on the common recourses to domestic courts and the European Court of Human Rights. However, in the recent case of incapacitated 12-year-old Archie Battersbee, his parents sought redress from the international human rights system through the Committee on the Rights of People with Disabilities to stop termination of his life support. The courts barred the involvement of the Committee on the basis that the UK had not incorporated the treaty which birthed the Committee. The case brought into sharp focus the relationship between international law and domestic law. First, this paper asserts that the weight (not) given to international law by the domestic courts was inconsistent with its treatment of international obligations in other cases. Secondly, the position that unincorporated treaties do not have legal effect in domestic proceedings is ambiguous. Finally, the treaty body appeared ill-suited to handle a case of a critically-ill child in the face of the impatient demands of local justice. [ABSTRACT FROM AUTHOR]