The Experts below are selected from a list of 155571 Experts worldwide ranked by ideXlab platform
Robin Van Kessel - One of the best experts on this subject based on the ideXlab platform.
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autism and the Right to Education in the eu policy mapping and scoping review of nordic countries denmark finland and sweden
Molecular Autism, 2019Co-Authors: Robin Van Kessel, Amber N V Ruigrok, Rosemary Holt, Sebastian Walsh, Anneli Yliherva, Eija Karna, Irma Moilanen, Eva Hjorne, Shruti Taneja Johansson, Diana SchendelAbstract:The universal Right to Education for people with disabilities has been highlighted by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies addressing the Right to Education and special Education needs of autistic children in Denmark, Sweden, and Finland. A policy path analysis was carried out using a scoping review as an underlying framework for data gathering. Policy mapping was performed independently by both lead authors to increase reliability. The values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities have been closely translated into the respective Education systems of the countries under study, offering special Education needs services and support in mainstream Education with the aim of including as many children into mainstream Education as possible. Even though the Education systems are comparable, the approaches between the countries under study are slightly different. Denmark and Sweden have passed several policies specifically geared towards special Education needs, while Finland incorporates this more in general Education policy. All countries under study have incorporated the values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities in their respective Education systems while emphasising the need to include as many children in the mainstream system as possible.
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autism and family involvement in the Right to Education in the eu policy mapping in the netherlands belgium and germany
Molecular Autism, 2019Co-Authors: Robin Van Kessel, Andres Romanurrestarazu, Amber N V Ruigrok, Rosemary Holt, Matthew J Commers, Rosa A Hoekstra, Katarzyna Czabanowska, Carol BrayneAbstract:In recent years, the universal Right to Education has been emphasised by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies relevant to special Education needs and parental involvement of children with autism at an international level and in the Netherlands, Germany and Belgium. A policy path analysis was performed using a scoping review as an underlying methodological framework. This allowed for a rapid gathering of available data from which a timeline of adopted policies was derived. Internationally, the universal Right to Education has been reinforced repeatedly and the values of the Universal Declaration of Human Rights have been reiterated with every reinforcement. Also, the additional support that a child with special Education needs requires is acknowledged and measures are taken to facilitate access to any Education for all children. There are slight cross-country differences between the countries under study, attributable to differences in national regulation of Education. However, all countries have progressed to a state where the Right to Education for all children is integrated on a policy level and measures are taken to enable children with special needs to participate in Education. Recently, an attempt to implement a form of inclusive Education was made as a form of special needs provision. Nevertheless, nowhere has this been implemented successfully yet. The Universal Declaration of Human Rights was a critical juncture in international policy and created an environment where the universal Right to Education has been implemented for all children in the countries under study.
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Autism and the Right to Education in the EU: Policy mapping and scoping review of the United Kingdom, France, Poland and Spain
PLoS ONE, 2018Co-Authors: Monika Roleska, Robin Van Kessel, Rosemary Holt, Carol Brayne, Andres Roman-urrestarazu, Sarah Griffiths, Amber Ruigrok, Kathleen Mccoll, William Sherlaw, Kasia CzabanowskaAbstract:Introduction: Autistic people may have different Educational needs that need to be met to allow them to develop their full potential. Education and disability policies remain within the competence of EU Member States, with current Educational standards and provisions for autistic people implemented locally. This scoping review aims to map EU and national special Education policies with the goal of scoping the level of fulfilment of the Right to Education of autistic people. Methods: Four EU countries (United Kingdom, France, Poland and Spain) were included in this scoping review study. Governmental policies in the field of Education, special Education needs and disability law were included. Path dependency framework was used for data analysis; a net of inter-dependencies between international, EU and national policies was created. Results and discussion: Each country created policies where the Right to free Education without discrimination is provided. Poland does not have an autism specific strategy, whereas the United Kingdom, France and Spain have policies specifically designed for autistic individuals. Within the United Kingdom, all countries created different autism plans, nevertheless all aim to reach the same goal—inclusive Education for autistic children that leads to the development of their full potential. Conclusion: Policy-making across Europe in the field of Education has been changing through the years in favour of autistic people. today their Rights are noticed and considered, but there is still room for improvement. Results showed that approaches and policies vastly differ between countries, more Member States should be analysed in a similar manner to gain a broader and clearer view with a special focus on disability Rights in Central and Eastern Europe.
Klausdieter Beiter - One of the best experts on this subject based on the ideXlab platform.
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extraterritorial human Rights obligations to civilize intellectual property law access to textbooks in africa copyRight and the Right to Education
The Journal of World Intellectual Property, 2020Co-Authors: Klausdieter BeiterAbstract:Printed textbooks remain crucial for Education, particularly in developing countries. However, in many of these countries, textbooks are unavailable, too expensive, or not accessible in local languages. Cheaply (translating and) reproducing textbooks would be a strategy. However, reprography is highly regulated under copyRight law. CopyRight also adds to the cost of textbooks. The availability, accessibility, and acceptability of learning materials constitute elements of the Right to Education under international human Rights law (IHRL). Extraterritorial state obligations (Etos) under IHRL?obligations of states, in appropriate circumstances, to observe the human Rights of those beyond their borders?could assume a key function in ?civilizing? intellectual property (IP) law. This Article demonstrates the significance of Etos for IP law by focusing on the issue of how Etos under the Right to Education of IHRL prescribe requirements that international copyRight law must comply with to facilitate access to textbooks in schools and universities. Drawing on the expert Maastricht Principles on Extraterritorial Obligations of States in the Area of Economic, Social and Cultural Rights of 2011, and applying the well-known typology of state obligations to respect, protect, and fulfill human Rights, the Etos concept is introduced and 20 typical Etos relevant in this context are identified. The discussion relates to the situation in developing countries more generally, focuses, however, on Africa.
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is the age of human Rights really over the Right to Education in africa domesticization human Rights based development and extraterritorial state obligations
Social Science Research Network, 2017Co-Authors: Klausdieter BeiterAbstract:It has recently been suggested that the age of human Rights is over. The West, itself often not respecting human Rights, is said to have abused the concept as a tool to retain control over the developing world. Human Rights have remained a foreign construct in Africa, the Near East, and Asia. They have “underperformed,” and the level of privation in many parts of the world is more intense than ever. This Article acknowledges elements of truth in these observations, but argues that the battle for human Rights is not lost. Using the Right to Education in Africa as an example, three arguments will be presented to explain how human Rights can regain their moral cogency and actually help change a world of misery for the better. First, human Rights need to be “domesticized,” made “home-grown” achievements with which local populations can identify. Regional human Rights institutions need to give specificity to universal norms. These “locally-owned” norms must then be effectively enforced. Second, pure “development goal” approaches to reducing global poverty need to be debunked. Instead, a human Rights approach needs to identify clear duty-bearers, including notably the World Bank, who, when they have failed to comply with specified duties, should be considered “human Rights violators” and held accountable accordingly. Third, and perhaps most importantly, human Rights must be recognized to give rise to extraterritorial state obligations. These are obligations of states, in appropriate circumstances, to respect, protect, and fulfill the human Rights of those beyond their own territory. The extraterritorial human Rights obligations of states must structure bilateral development assistance and cooperation, the lending operations of the International Monetary Fund and the World Bank, and free trade within and beyond the World Trade Organization (here, meaning the General Agreement on Trade in Services and the Agreement on Trade-Related Aspects of Intellectual Property Rights).
Foluke Ifejola Adebisi - One of the best experts on this subject based on the ideXlab platform.
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decolonising Education in africa implementing the Right to Education by re appropriating culture and indigeneity
The Northern Ireland legal quarterly, 2016Co-Authors: Foluke Ifejola AdebisiAbstract:Education in many African states is comparatively characterised by inadequate availability, accessibility, acceptability and adaptability of Education. Nevertheless, evaluations focusing on lack of Educational infrastructure and personnel usually ignore the contextual inadequacies of Educational provision in the region and the inability of such Education to equip its citizens to fit in with and benefit the societies they live in. This Educational incompatibility has led to a significant level of unemployment/underemployment, underdevelopment and ‘brain-drain’, as well as some erosion of languages and cultures. The colonial experience reduced Education to a tool of communication between the coloniser and the colonised. Emphasis on the individual and de-emphasis on community and culture resulted in ideological dissonance. Despite post-independence attempts to reverse this, vestiges of postcoloniality in contemporary Education remain and perpetuate a myth of inferiority of indigenous knowledge and methods. This deprives the world of a wider range of ways of knowing, pedagogy and epistemologies. The CESCR envisions Education for the full development of the human personality of all people all over the world. Therefore, international initiatives promoting the Right to Education in Africa should take into account the particular positionality, historicity and needs of populations. Using theories of deconstructive postcolonialism, this article will examine Africa’s Education narrative and suggest a critical Freirian approach for decolonising Education in Africa. This article contends that undecolonised Education results in epistemic violence/injustice and is thus pedagogically and ethically unsound – violating the Right to Education.
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decolonising Education in africa implementing the Right to Education by re appropriating culture and indigeneity
Social Science Research Network, 2016Co-Authors: Foluke Ifejola AdebisiAbstract:Education in many African states is comparatively characterised by inadequate availability, accessibility, acceptability, and adaptability of Education. Nevertheless, evaluations focusing on lack of Educational infrastructure and personnel usually ignore the contextual inadequacies of Educational provision in the region, and the inability of such Education to equip its citizens to fit in with and benefit the societies they live in. This Educational incompatibility has led to a significant level of un/underemployment, underdevelopment and ‘brain-drain’, as well as some erosion of languages and cultures. The colonial experience reduced Education to a tool of communication between the coloniser and the colonised. Emphasis on the individual and de-emphasis on community and culture, resulted in ideological dissonance. Despite post-independence attempts to reverse this, vestiges of post-coloniality in contemporary Education remain and perpetuate a myth of inferiority of indigenous knowledge and methods. This deprives the world of a wider range of ways of knowing, pedagogy and epistemologies. The CESCR envisions Education for the full development of the human personality of all people all over the world. Therefore international initiatives promoting the Right to Education in Africa should take into account the particular positionality, historicity and needs of populations. Using theories of deconstructive post-colonialism, this article will examine Africa’s Education narrative, and suggest a critical Freirian approach for decolonising Education in Africa. This article contends that un-decolonised Education results in epistemic violence/injustice and is thus pedagogically and ethically unsound – violating the Right to Education.
Rosemary Holt - One of the best experts on this subject based on the ideXlab platform.
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autism and the Right to Education in the eu policy mapping and scoping review of nordic countries denmark finland and sweden
Molecular Autism, 2019Co-Authors: Robin Van Kessel, Amber N V Ruigrok, Rosemary Holt, Sebastian Walsh, Anneli Yliherva, Eija Karna, Irma Moilanen, Eva Hjorne, Shruti Taneja Johansson, Diana SchendelAbstract:The universal Right to Education for people with disabilities has been highlighted by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies addressing the Right to Education and special Education needs of autistic children in Denmark, Sweden, and Finland. A policy path analysis was carried out using a scoping review as an underlying framework for data gathering. Policy mapping was performed independently by both lead authors to increase reliability. The values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities have been closely translated into the respective Education systems of the countries under study, offering special Education needs services and support in mainstream Education with the aim of including as many children into mainstream Education as possible. Even though the Education systems are comparable, the approaches between the countries under study are slightly different. Denmark and Sweden have passed several policies specifically geared towards special Education needs, while Finland incorporates this more in general Education policy. All countries under study have incorporated the values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities in their respective Education systems while emphasising the need to include as many children in the mainstream system as possible.
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autism and family involvement in the Right to Education in the eu policy mapping in the netherlands belgium and germany
Molecular Autism, 2019Co-Authors: Robin Van Kessel, Andres Romanurrestarazu, Amber N V Ruigrok, Rosemary Holt, Matthew J Commers, Rosa A Hoekstra, Katarzyna Czabanowska, Carol BrayneAbstract:In recent years, the universal Right to Education has been emphasised by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies relevant to special Education needs and parental involvement of children with autism at an international level and in the Netherlands, Germany and Belgium. A policy path analysis was performed using a scoping review as an underlying methodological framework. This allowed for a rapid gathering of available data from which a timeline of adopted policies was derived. Internationally, the universal Right to Education has been reinforced repeatedly and the values of the Universal Declaration of Human Rights have been reiterated with every reinforcement. Also, the additional support that a child with special Education needs requires is acknowledged and measures are taken to facilitate access to any Education for all children. There are slight cross-country differences between the countries under study, attributable to differences in national regulation of Education. However, all countries have progressed to a state where the Right to Education for all children is integrated on a policy level and measures are taken to enable children with special needs to participate in Education. Recently, an attempt to implement a form of inclusive Education was made as a form of special needs provision. Nevertheless, nowhere has this been implemented successfully yet. The Universal Declaration of Human Rights was a critical juncture in international policy and created an environment where the universal Right to Education has been implemented for all children in the countries under study.
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Autism and the Right to Education in the EU: Policy mapping and scoping review of the United Kingdom, France, Poland and Spain
PLoS ONE, 2018Co-Authors: Monika Roleska, Robin Van Kessel, Rosemary Holt, Carol Brayne, Andres Roman-urrestarazu, Sarah Griffiths, Amber Ruigrok, Kathleen Mccoll, William Sherlaw, Kasia CzabanowskaAbstract:Introduction: Autistic people may have different Educational needs that need to be met to allow them to develop their full potential. Education and disability policies remain within the competence of EU Member States, with current Educational standards and provisions for autistic people implemented locally. This scoping review aims to map EU and national special Education policies with the goal of scoping the level of fulfilment of the Right to Education of autistic people. Methods: Four EU countries (United Kingdom, France, Poland and Spain) were included in this scoping review study. Governmental policies in the field of Education, special Education needs and disability law were included. Path dependency framework was used for data analysis; a net of inter-dependencies between international, EU and national policies was created. Results and discussion: Each country created policies where the Right to free Education without discrimination is provided. Poland does not have an autism specific strategy, whereas the United Kingdom, France and Spain have policies specifically designed for autistic individuals. Within the United Kingdom, all countries created different autism plans, nevertheless all aim to reach the same goal—inclusive Education for autistic children that leads to the development of their full potential. Conclusion: Policy-making across Europe in the field of Education has been changing through the years in favour of autistic people. today their Rights are noticed and considered, but there is still room for improvement. Results showed that approaches and policies vastly differ between countries, more Member States should be analysed in a similar manner to gain a broader and clearer view with a special focus on disability Rights in Central and Eastern Europe.
Cristina Pulidomontes - One of the best experts on this subject based on the ideXlab platform.
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the Right to Education and ict during covid 19 an international perspective
Sustainability, 2020Co-Authors: Luis Lazaro M Lorente, Ana Ancheta Arrabal, Cristina PulidomontesAbstract:There is a lack of concluding evidence among epidemiologists and public health specialists about how school closures reduce the spread of COVID-19. Herein, we attend to the generalization of this action throughout the world, specifically in its quest to reduce mortality and avoid infections. Considering the impact on the Right to Education from a global perspective, this article discusses how COVID-19 has exacerbated inequalities and pre-existing problems in Education systems around the world. Therefore, the institutional responses to guaranteeing remote continuity of the teaching–learning process during this Educational crisis was compared regionally through international databases. Three categories of analysis were established: infrastructure and equipment, both basic and computer-based, as well as internet access of schools; preparation and means of teachers to develop distance learning; and implemented measures and resources to continue Educational processes. The results showed an uneven capacity in terms of response and preparation to face the learning losses derived from school closure, both in low-income regions and within middle- and high-income countries. We concluded that it is essential to articulate inclusive Educational policies that support strengthening the government response capacity, especially in low-income countries, to address the sustainability of Education.
