Thus the children of such families are guaranteed cultural and educational rights. (Art .29-30) The directives in the constitution contain elaborate provisions regarding child rights. The constitution directs the state to make policy where the health , strength and tender age of children is not abused. ( Art.39(e) ) The directives provide that the state shall direct its policy to secure that the children are given opportunities to develop in a healthy manner. Childhood is protected against exploitation and against moral and material abandonment.
Discipline in schools should respect children’s human dignity Article 29: Education should develop each child and young person’s personality and talents to the full. It should encourage children and young people to respect their parents Article 30: Children have a right to learn the language and customs of their families, whether these are shared by the majority of people in that country or not Article 31: All children and young people have a right to relax and play, and to join in a wide range of activities Article 39: Children and young people who have been neglected or abused should receive special help to restore their
Improving education results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” (Department of Education, nd.). From the implementation of IDEA and the ESSA amendment, it is consequently up to the discretion of each state how to implement the educational laws and which programs to offer in an attempt to meet the current needs of the students within the
3203 which provides for the care and protection of disabled children. Also, Articles 356 and 259 of the Civil Code of the Philippines mandates right of every child to live in an atmosphere conducive to his physical, moral and intellectual development. Besides, it is the concomitant duty of the government to promote the full growth of the child. Moreover, Presidential Decree No. 603 otherwise known as the Child and Youth
Inclusion has been defined as “the integration of all learners including those with severe disabilities into mainstream classes” (McMahon 2014). The philosophy of inclusion integrates all children specifically those with learning difficulties and entitles them to the same educational opportunities as their peers. The principle of inclusion is based on “the broad agenda of human rights, clearly emphasising that segregation of any form is morally incorrect” (Wang 2009). However, an observation made by the INTO (2003) into inclusion, stated that children with special needs will need additional support if they are to benefit from placement in a mainstream school. A similar finding also appeared within the Warnock Report, which stated “many pupils in special schools who could be educated satisfactorily in ordinary schools given requisite commitment and resources” (Cohen and Cohen 1986).
Article II, section 17 provides that the state must give priority to education, while Article XIV, section 1 guarantees that this education be accessible to all. Furthermore, the Individuals with Disabilities Education Act of 2004 (IDEA) is a federal law that requires schools to serve the educational needs of eligible students with disabilities. Its purpose is to protect the rights of children with disabilities and to give parents a voice in their children‘s education (Lee, 2014).
Summary According to Maria Madrid (2012), The Policies and Guidelines of Special Education in the Philippines, in article 1: Philosophy, Goals and Objectives, section 2. Every child with special needs have the rights to an educational program that is suitable to his/her needs. Special Education shares with regular education basic responsibilities of the educational system to fulfill the right of the child to develop to his full potential. The children with special needs have the rights to know basic responsibilities like learning self-help skills which they would always do every day. In section 3, Special Education shall aim to develop the maximum potential of the child with special needs to enable him to become self-reliant and shall be geared towards providing with the opportunities for a full and happy life.
The human rights of the Child need to be enumerated and recognized at all levels both at the national and international level. The world community has responded time and again on this important aspect of human rights by passing a number of international instruments. India has always positively responded to the protection and enforcement of the human rights of the Child. The Constitution of India contains a number of provisions regarding Children aimed at their all round development and protection. The State has formulated various policies dealing with various aspects the Child.
The International Declaration advocated for access and equity in education, (United Nations Educational, Scientific and Cultural Organization (UNESCO, 1994). It was seen as a massive drive to reduce worldwide illiteracy. According to Miles and Singal (2010) Education for all are followed the basic principles that all children must learn, and inclusive Education. During the conference, Pather and Nxumalo (2013) stated that all governments were urged to give the highest policy and budgetary priorities to improve their education systems to enable all disabled children to be included in the mainstream regardless of individual differences or
1. Introduction With the global focus more towards inclusive education, Malaysia now officially made serious efforts and support to include children with specials needs in some workshop and training activities which organise by United Nations(UN) and United Nations Educational Scientific and Cultural Organisation. (Mary Yap Dec2014) Every child in the world has their right to learn and to have a primary education. Inclusive education is a common topic for many parents and educators. The concept of inclusive education is whereby the children with special needs regardless of their disadvantages, characteristics or difficulties, will be placed in the same classroom environment with other children who do not have special needs.