Klausimai ir iššūkiai dėl negalią turinčių vaikų teisės mokytis įtraukiojo ugdymo sąlygomis Lietuvoje

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Klausimai ir iššūkiai dėl negalią turinčių vaikų teisės mokytis įtraukiojo ugdymo sąlygomis Lietuvoje
Alternative Title:
Right to inclusive education for children with disabilities at stake in Lithuania
Authors:
Ruškus, Jonas
In the Journal:
Specialusis ugdymas [Special Education]. 2020, Nr. 1 (41), p. 10-52
Subject Category:
LT
Neįgalieji / Disabled persons; Specialusis ugdymas / Special education; Teisėkūra. Teisės šaltiniai / Legislation. Sources of law; Vaikai / Children.
Summary / Abstract:

LTNuo 2010 m. Lietuva yra Jungtinių Tautų neįgaliųjų teisių konvencijos šalis narė. Straipsnyje analizuojama švietimo politikos plėtra Lietuvoje, atsižvelgiant į neįgalių vaikų teisę į įtraukųjį ugdymą, taip pat faktinės neįgalių vaikų ugdymo tendencijos segregacinėje ir įprastoje ugdymo aplinkoje. Autorius nagrinėja prielaidą, kad medicininio modelio ir neoliberalios mąstysenos struktūrų susikirtimas edukaciniame diskurse trukdo įgyvendinti žmogaus teisių standartus, ypač tinkamą sąlygų pritaikymą. [Iš leidinio]Reikšminiai žodžiai: Įtraukusis ugdymas; Negalia; Jungtinių Tautų neįgaliųjų teisių konvencija; Tinkamas sąlygų pritaikymas; Lithuania; Inclusive education; Disability; Convention on the Right of Persons with disabilities of the United Nations; Reasonable accommodation.

ENSince 2010, Lithuania has been a State Party of the United Nations Convention on the Rights of Persons with Disabilities. Lithuania, as all other States Parties of the United Nations Convention on the Rights of Persons with Disabilities (hereinafter the Convention), adopted in 2006, has committed to eradicate all discriminatory legal and policy provisions and practices with regard to persons with disabilities and to ensure the human rights for all of them in all areas of life. The Convention aims to combat discrimination against persons with disabilities and to promote and protect their dignity and rights including their full and effective participation in society on an equal basis with others. It is the first international legally binding instrument setting human rights standards for all persons with disabilities in all States Parties. Thus, the Convention compels States Parties to adopt and implement inclusive education derived from the human rights model of disability. This article aims to examine the development of inclusive education in Lithuania and identify the necessary provisions for this purpose. More specifically, the research questions are as follows: whether and how inclusive education in Lithuania has progressed after the ratification of the Convention as regards a) the development of education policy and regulatory provisions concerning education of children with disabilities, b) the factual trend regarding children with disabilities in segregated and mainstream educational settings? To this aim, the main educational policies and regulations regarding children with disabilities are analysed, also the secondary data analysis is carried out, using the raw factual data, collected from the national databases and examining the linear statistical trend.Author explores the assumption that the lack of explicit policy for inclusive education due to the intersection of the patterns of the medical model of disability and neoliberal educational policy impedes the implementation of human rights standards in education in Lithuania. Thus, without the regulatory obligation and the State’s support for reasonable accommodation at regular education system, children with disabilities remain in specialized segregated rather than in mainstream educational settings Lithuania has made a huge effort to replace the Soviet defectology-based educational framework that was imposed long enough to be culturally accepted as normal. Lithuania has progressed in developing the model of national education based on values of individual autonomy, capacities and active citizenship. However, there is still a huge void in legislation with regard to provisions for non-discrimination and equality of persons with disabilities, including in education. Challenges for inclusive education are still very tough. Children with disabilities, especially children with mild and severe intellectual disabilities, children with multiple disabilities and blind and deaf children still receive education in segregated settings. Inclusive education is a human right according to international human rights law. The Convention makes this right very clear. Inclusive education is an international agreement and national obligation. All children with disabilities have the right to have access to mainstream education and to get reasonable accommodation for their education. However, when it comes to implementation, huge deficits are observed worldwide. According to Waddington and Toepke (2014, p. 66), the right of children with disabilities to education is being violated through segregated education and unequal opportunities for education and by the denial of reasonable accommodation in education.The Committee of the Convention identified the problem that has arisen because segregated education and the lack of reasonable accommodation are not considered as forms of disability-based discrimination in anti-discriminatory laws in most of the States Parties. According to the former member and chair of the Committee on the Rights of Persons with Disabilities of the UN (McCallum and Martin, 2013), exclusion of children with disabilities from mainstream education and the lack of reasonable accommodations can be addressed as direct violations of substantive rights. Waddington and Toepke (2014) emphasise that focusing on discrimination and reasonable accommodation alone will not guarantee inclusive education. Nevertheless, the clarification and emphasis of these denials of access to mainstream education and lack of reasonable accommodation can act as steppingstones in the legal arena towards inclusive education. Recognition of human rights standards is essential, including legal provisions obliging for inclusive education and recognising of the denial of reasonable accommodation as a form of discrimination. [From the publication]

DOI:
10.21277/se.v1i41.526
ISSN:
1392-5369; 2424-3299
Subject:
Edukologija / Education
Related Publications:
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https://www.lituanistika.lt/content/89333
Updated:
2020-11-14 19:53:50
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