National Legislations on Inclusive Education and Special Educational Needs of People with Autism in the Perspective of Article 24 of the CRPD

Cera, Rachele

doi:10.1007/978-3-319-13791-9_4

Cited by 5 publications

(8 citation statements)

References 7 publications

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“…While being classified as an economic and social right, it carries crucial implications for the exercise of other civil and political rights due to its enabler effect (Courtis and Tobin, 2019). The extra importance of the right to education for disabled children, and among 327 them autistic children, is also commonly underlined in the literature (Cera, 2015). Despite this, studies regularly report the poor enjoyment of their right to education by autistic children (Merry, 2020;Goodall, 2021).…”

Section: Context and Aimsmentioning

confidence: 99%

“…Support measures are general measures, that aim at adapting the education system so it can deliver substantial equality and inclusion. They can be very large (e.g., reorganisation of the whole educational system or curriculum) or focused (e.g., individual educational plans) in their target but apply to the whole of the system and therefore have a collective dimension (Cera, 2015). They can be viewed as a concrete translation and implementation of the right to inclusive education and are part of the accessibility requirement (de Beco, 2014).…”

Section: 1mentioning

confidence: 99%

“…The International Journal of Children's Rights 31 (2023) 326-351 literature (de Beco, 2014;Cera, 2015), the Committee on the Rights of Persons with Disabilities1 (CtRPD) in its General Comments Nos. 2 (2014) and 6 (2018) has indeed explained that the general principle of accessibility (Article 3 §6) is to be realised gradually within the maximum of available resources.…”

Section: 1mentioning

confidence: 99%

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Redefining Inclusive Education for Autistic Children in International and European Law

Ducarre

2023

Int. J. Child. Rights

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This paper focuses on the legal concept of inclusive education, and the challenges that its current interpretation raises, especially for autistic children. Centring on European and international law, it first analyses the sources and genesis of the current interpretation of inclusive education as full mainstream inclusion. It then proceeds critically to examine the conceptual and legal limitations this interpretation involves, before developing arguments for a more neurodiverse and rights-based alternative. Under this new interpretation, states would be required not only to render mainstream education more inclusive, but also to provide alternative educational offers for when mainstream education is not able to provide a neurodiverse and rights-based inclusive education.

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Section: Context and Aimsmentioning

confidence: 99%

Section: 1mentioning

confidence: 99%

Section: 1mentioning

confidence: 99%

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Redefining Inclusive Education for Autistic Children in International and European Law

Ducarre

2023

Int. J. Child. Rights

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“…Thus, the development of inclusive education ideas raises many questions about the survival of special schools and their role in the modern education system. In the opinion of Cera (2015), special schools should be a support for the inclusive system rather than an alternative to it. According to Florian (2013), the transition from special education as a response to specificities of learning towards learning for all, recognizing differences, will have consequences for special education practice; this can change the role of special education, better tuning it to the values of equal opportunities and respect for human dignity.…”

Section: The Overview Of Previous Researchmentioning

confidence: 99%

Education and Assessment of Learning Outcomes in Lithuanian Special Schools

Kaffemanienė

Melienė

Miltenienė

et al. 2018

SIE

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The strategic aims of Lithuanian education orientate towards the development of inclusive education. However, in addition to mainstream schools, special schools still exist as well. In this context, future perspectives of special schools and their role in the inclusive education system has become a particularly relevant problem; therefore, it is important to analyse experiences of education in special schools.The aim of the study presented in the article is to analyse teachers’ opinion regarding special education and assessment of outcomes. The study was conducted in special schools of Lithuania, using a questionnaire method. Based on the data of the analysis of scientific literature sources, the ranking scale of variables (statements describing various dimensions of education and assessment of outcomes) was drawn up (respondents marked answers from 1 – strongly disagree to 5 – strongly agree).The results of the study show that teachers of special schools understand priorities of contemporary education. This is demonstrated by strong approval of statements about fostering of self-esteem, development of communication and problem-solving abilities of special school students; search for non-traditional forms of education; involvement of school community in education. Nevertheless, in the opinion of a considerable share of special school teachers, individual teaching and a traditional lesson are more effective compared with the variety of learning methods. In the opinion of many special school teachers, the purpose of special education is to cope with students’ disorders, and only specialized educational institutions can ensure quality individualised education. Respondents also noted certain shortcomings of education at special schools.

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“…Mokslinės literatūros apžvalga rodo, kad esama daug inkliuzijos šalininkų, tačiau pastebimas ir specialiųjų mokyklų palaikymas. Pasak Cera (2015), specialiosios mokyklos turėtų būti parama inkliuzinei sistemai, o ne jos alternatyva. Kai kuriose šalyse specialiosios mokyklos traktuojamos kaip teikiančios paramą bendrojo ugdymo mokykloms (Meijer ir kt., 2003).…”

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Experiences of pupils with severe special educational needs at special education institutions

Kairienė

Geležinienė

Kaffemanienė

et al. 2019

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The article reveals the experiences of pupils with severe special educational needs (SEN) at special education institutions, which are analyzed in the context of inclusive education approach and research conducted in foreign countries data. The study follows qualitative research methodology. The data collected employing the semi-structured pupils’ individual interview method are presented. The study highlights pupils’ opinions on the opportunities and limitations of education at special and mainstream schools, their attitude to learning and discloses peculiarities of psychosocial environment at special schools. Straipsnyje atskleidžiamos mokinių, turinčių didelių specialiųjų ugdymosi poreikių (SUP), mokymosi specialiojo ugdymo įstaigose patirtys, kurios analizuojamos inkliuzinio ugdymo nuostatų bei užsienio šalyse atliktų tyrimų kontekste. Tyrime laikomasi kokybinio tyrimo metodologinių nuostatų. Pristatomi pusiau-struktūruoto mokinių individualaus interviu metodu surinkti duomenys. Tyrime išryškėja mokinių nuomonės apie ugdymosi specialiojo ir bendrojo ugdymosi mokyklose galimybes ir ribotumus, požiūris į mokymąsi, atskleidžiami psichosocialinės aplinkos specialiosiose mokyklose ypatumai.

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National Legislations on Inclusive Education and Special Educational Needs of People with Autism in the Perspective of Article 24 of the CRPD

Cited by 5 publications

References 7 publications

Redefining Inclusive Education for Autistic Children in International and European Law

Redefining Inclusive Education for Autistic Children in International and European Law

Education and Assessment of Learning Outcomes in Lithuanian Special Schools

Experiences of pupils with severe special educational needs at special education institutions

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