Trends in Advocacy for the Rights of Children with Disabilities in Educational Settings

Djeca su s obzirom na njihovu psihičku i fizičku nezrelost često diskriminirana u društvu. Zbog zaštite djece i njihovih prava na Glavnoj skupštini Ujedinjenih naroda 20. studenog 1989., donesen je međunarodni dokument pod nazivom Konvencija o pravima djeteta. Konvencija o pravima djeteta sastoji se od 50 članaka koji govore o djeci i njihovim pravima. Prema UNESCO-u obrazovanje je od velike važnosti na društvenom području te ima dugotrajne ishode. Najveće UNESCO-ovo oruđe za postavljanje standarda u obrazovanju je Konvencija protiv diskriminacije u obrazovanju koja je utemeljena 1960. godine i do sada je usvojena od strane 107 država. To je prvi međunarodni dokument koji opširno pokriva pravo na obrazovanje i postavlja obvezujuću snagu u međunarodnom pravu. Obrazovanje djece s teškoćama određuje se Pravilnicima i Zakonima o obrazovanju kojima se utvrđuje vrsta teškoće učenika prema kojoj se određuje primjeren program školovanja. Za kvalitetnu primjenu odgojno-obrazovne inkluzije potrebna je promjena u stavovima, uvjerenjima, znanjima i umijećima razumijevanja potreba učenika. Cilj istraživačkog dijela je proučavanjem izvješća o radu pravobraniteljice za djecu steći uvid u kršenja prava djece i preporuke vezane uz poboljšanje odgoja i obrazovanja djece s teškoćama u razvoju. U posljednjih pet godina zabilježen je sve veći broj prijava na području odgoja i obrazovanja. Iz godine u godinu nastavlja se sa kršenjem prava djece s teškoćama u razvoju, a najveći broj prijava odnosi se na osnovnoškolsko obrazovanje. Kršenja prava se mahom odnose na izostanak podrške pomoćnika u nastavi, nedostatkom kompetencija odgojno-obrazovnih radnika, provedbe primjerenog oblika školovanja i dr. Pravobraniteljica za djecu svojim radom obavještava javnost o stanju prava djece te savjetuje djecu i njihove roditelje o načinu ostvarivanja i zaštite njihovih prava i interesa. Analiza izvješća implicira potrebu za jačanjem kompetencija učitelja u smjeru inkluzivnih pristupa u izravnom radu s djecom s teškoćama u razvoju. This paper focuses on the study of changes in the advocacy of the rights of children with disabilities over the past five years and the comparison of the work of the educational setting with education laws and regulations. The paper will discuss the fundamental rights of children, including the right of education for children with disabilities. The basic rights of children in education, which should be respected and applied in educational work, will be stated through the Act and the Regulation of the educational setting. The aforementioned rights will be compared to today's problems in the educational setting that have been reported to the Ombudsperson for Children’s Office. Children are often discriminated against in society due to their psychological and physical immaturity. Due to the protection of children and their rights, at the United Nations General Assembly on November 20, 1989, an international document called the Convention on the Rights of the Child was adopted. The Convention on the Rights of the Child consists of 50 articles that talk about children and their rights. According to UNESCO, education is of great importance in the social field and has long-lasting results. UNESCO's biggest instrument for setting standards in education is the Convention against Discrimination in Education, which was established in 1960 and has been adopted by 107 countries so far. It is the first international document that comprehensively covers the right to education and establishes a binding force in international law. The education of children with disabilities is determined by Regulations and Acts on Education, which determine the type of student's disability, according to which the appropriate education program is determined. By means of inclusion, students with disabilities are included in the regular education program. For the high-quality application of educational inclusion, a change in constitutions, beliefs, knowledge, and skills is needed, with the help of which we understand the different needs of students. The aim of the research is to study reports on the work of the ombudsperson for children to gain insight into violations of children's rights and recommendations related to improving the upbringing and education of children with disabilities. In the last five years, an increasing number of applications have been recorded in the field of education. Year after year, the rights of children with disabilities continue to be violated, and the largest number of reports refer to primary school education - in connection with teaching assistants, the lack of competence of educational workers, the implementation of an appropriate form of education, etc. In the last five years, an increasing number of applications have been recorded in the field of education. Year after year, the rights of children with disabilities continue to be violated, and the largest number of reports refer to primary school education - in connection with teaching assistants, the lack of competence of educational workers, the implementation of an appropriate form of schooling, etc. Through her work, the ombudsperson for children informs the public about the state of children's rights and advises children and their parents on how to exercise and protect their rights and interests.