متطلبات تمكين التلاميذ ذوى الإعاقة بالمدارس الابتدائية الدامجة بدمياط من حقوقهم في الدمج مع أقرانهم الأسوياء من وجهة نظر أولياء أمورهم

The Palembang City Government through the Education Office in collaboration with the Regional Office of the Ministry of Law and Human Rights of South Sumatra Province as well as with other stakeholders initiated the implementation of Filial Schools Services for Child Prisoners at LPKA Class I Palembang. This study aimed at evaluating Filial Schools Filial Schools for Child Prisoners at LPKA Class I Palembang. This was evaluation research with a qualitative approach and using CIPP model. Data collection in this research was through observation, interviews, and documentation. The subjects of this study consisted of an accompanying teacher, a party from the Education Office, and a student. The data were analysed using Miles and Huberman model. The validity of the research data was obtained by using triangulation techniques by comparing the data from interviews, observations, and documentation. The study found that the fulfillment of educational right for children in conflict with the law through the Filial School Program at LPKA Class 1 Palembang has been going well. Based on the monitoring results, most of the children who have completed their education at LPKA have been able to improve their welfare. The Filial school program in providing the right to formal education for children through Quality Formal Education Services for Children at LPKA Class I Palembang has been going well. This program also presents the same curriculum as formal schools, also equipped with character building, as well as the development of various skills in students.

Child labor is defined as the exploitation of children in any form of labor that destructively affects the child's mental, social, and physical health and creates hurdles to obtaining a regular education. This study was conducted to investigate the main socio-economic factors contributing to child labor and barriers to education and analyze the practical implications of child labor laws in Pakistan. The study area in this study is KPK province, Pakistan. The data collection, including the primary and secondary data. The primary data was collected through an online questionnaire survey from teachers, school administrators, government officials responsible for enforcing child labor laws and educational policies, and representatives from non-governmental organizations (NGOs), while personal observations and interviews were used for the collection of data from child laborers, parents or guardians of child laborers. A total of 80 teachers or education experts, 70 children and their guardians, 30 policymakers, and 20 social workers were participants in the data collection process. The outcomes of this study concluded that about 78% of participants lacked awareness of these laws, while 71% perceived them as ineffective. The socioeconomic factors contributing to child labor are quantitatively assessed, with poverty identified as the primary factor (65%). The statistical analysis indicates that the socioeconomic factors have a significant contribution to the implementation of child education laws in Pakistan (a p-value lower than the level of significance (0.05). Discrimination based on gender or social status, high cost of education, and insufficient qualified teachers are significant barriers to providing quality education for children in Pakistan. This study recommends promoting inclusive education and strengthening social welfare programs to support their efficacy in combating child labor and ensuring access to quality education for all children in Pakistan.

49.2 Using Landmark Cases on Educational Rights of Children to Guide Critical Issues Facing Child and Adolescent Psychiatrists

This paper will address issues associated with the use of suspension and exclusion as an intervention for dealing with disruptive behaviour in schools, with a particular focus on secondary students in Western Australia. There is increasing support for the view that many of the students suspended or excluded from school for disruptive behaviour may be socially/emotionally handicapped and as such are being denied access to an appropriate education on the basis of their handicapping condition. The legal and service delivery implications of this position are discussed within the context of current Australian special education policy and international agreements pertaining to the educational rights of children.

Dual language bilingual programs aim to develop bilingualism, biliteracy, and sociocultural competence while meeting grade-level academic standards. There are at least four dual language bilingual education (DLBE) program models, which are traditionally defined by the student groups they imagine serving. One of these groups is transnational and racialized language learners who are, more often than not, otherwise marginalized in US schools. Well-implemented DLBE programs, with their roots in the historical and political fight for civil and educational rights for children who speak languages other than English, have been shown to be demonstrably effective for this group. Unfortunately, not all programs are well implemented, and they exist in spaces with colonial and racist histories, as pointed out by Guadalupe Valdés’s cautionary note decades ago. Even when DLBE programs are designed specifically for racialized and transnational language learners, research has documented persistent challenges to equity.

School Psychologists as Advocates for Social Justice explores how school psychologists promote and protect the educational rights of children, using the author’s extensive experience as illustration. The roles of school psychologists have expanded from strictly assessment to advising school districts on how to improve school climate, helping schools face tragedy, and counseling students dealing with trauma. Combined with pertinent research, personal narratives describe challenges the author faced while a teacher and later as a school psychology practitioner and illustrate how necessary advocacy is in addressing the academic, behavioral, and emotional needs of students. Careful consideration is given to equity issues of disability, racism, Islamophobia, and bilingualism in schools. Combining informative personal experience with research, emphasizing the importance of children’s rights within the school community, and encouraging effective advocacy with legislative leaders, this book is a necessity for both new and seasoned school psychologists.

Here, for the first time, is the essential volume on NCLB. In Moving Every Child Ahead, Michael Rebell - education law scholar and foremost authority on the educational rights of children who led the Campaign for Fiscal Equity (CFE) in its constitutional challenge to New York's education finance system - and his colleague Jessica Wolff examine the federal No Child Left Behind Act through the lens of educational equity. In compelling and readable fashion, they make specific recommendations for revisions to the law.Acting as a counterbalance to the current unworkable law, this book proposes a more realistic way to achieve NCLB's inspiring vision by ensuring the right to educational opportunity for all students.A must-read during the debate about the reauthorization of NCLB, this timely volume: advances a practical and visionary benchmark for measuring and ensuring the quality of public education; recommends ways that NCLB might be reauthorized with more meaningful provisions to serve students in poverty, in and out of schools; tackles specific provisions in NCLB head-on, such as the popular, but impossible, goal of 100 per cent student proficiency by 2014; and, provides a credible alternative vision to ensure that all children will learn in accordance with challenging academic standards.

Ireland has a distinct and complex history regarding the education of persons with special educational needs (SEN) and in its approach to inclusion. Special and general education largely developed in parallel and separately. As recently as the 1990s, legal actions by parents seeking educational rights for children with severe disabilities prompted appropriate provision for these students and a shift towards inclusive schools. The Education for Persons with Special Educational Needs (EPSEN) Act set out important changes – although not all implemented – followed by a series of changes in resource allocation, culminating in the removal of the requirement for students to be diagnosed in order to access supports. International evidence suggests that resource allocation based on learners’ profile and SEN diagnosis have been linked to the overidentification of SEN students. Ability to pay for private assessments has also been shown to exacerbate inequality in Ireland and beyond. We examine how Ireland's policy changes are impacting on schools and students, drawing on emerging evidence. We consider concerns over the adequacy of teacher professional development, the intended and potentially unintended consequences from a process of ‘domestication’ at the school level and ultimately whether the changes are accompanied by sufficient and appropriate accountability measures.

As previously discussed, inclusive education has garnered significant traction across the globe with countries enacting laws and national policies aimed at promoting the integration of students with disabilities in mainstream class. Most countries in Africa now have legislation or policies aimed at protecting the educational rights of children with disabilities. Despite the progress made by most African countries in enacting educational policies aimed at promoting inclusive education, the goal to make inclusive education a reality is yet to be realized. There are several challenges that exist. This chapter will provide a discussion of the challenges faced by African countries in their efforts to make the implementation of inclusive education successful.

Children as one of the vulnerable groups who became victims of the war in the armed conflicts of the United States and Iraq in 2003 still have the right to education that should not be ignored. The international community has recognized the right to education as an international right where this arrangement has been stated in the convention on the rights of the child which has been agreed by various countries around the world. This writing aims to analyze the practice of protecting children's education rights based on the convention on children's rights using normative juridical methods so that it has a conclusion that the United States has a big responsibility to restore children's education rights that have been temporarily lost after the conflict is over with various infrastructures damaged in severe levels. 
 Keywords: children's education rights: conventions on children's rights; United States of America.

The right to education is universally recognized as a fundamental human right under international frameworks such as the Convention on the Rights of the Child (CRC). Yet, for stateless children in Southeast Asia, this right remains precarious. This study examines how Malaysia and Indonesia interpret and implement the educational rights of stateless children, highlighting the gap between international obligations and domestic practices. Guided by an interpretivist paradigm, the research employed qualitative content analysis of approximately legal documents, policy frameworks, NGO reports, and scholarly articles. Findings reveal five recurring themes: rights acknowledged in principle but restricted in practice; documentation as the primary barrier to school access; the central role of NGOs and community-based schools as de facto providers; experiences of discrimination within formal and informal education; and divergent national approaches shaped by centralized versus decentralized governance. The study advances theoretical debates by conceptualizing statelessness as a distinct axis of social exclusion, demonstrating how legal identity intersects with human rights and non-discrimination principles. Practically, the research underscores the need for inclusive education policies, recognition of NGO-led initiatives, and regional cooperation through ASEAN. By offering a comparative perspective, this article provides original insights for scholars, policymakers, and practitioners concerned with education and child rights.

The ethical and legal challenges posed by assisted reproduction techniques are both profound and breathtaking, with most societies unable to fully comprehend one technique before another one, even more daring,...

Right to education is a great significance in a civilised society because children are also human being. And being a human they inherited a basic right that is right to education, and we also know that today children are future of India. Protection of children should be prime concern of a welfare state. They have also right to safety, security, clean environment and opportunity for over all development. Human resources are one of the important resource for development of any country. country like in India where 35% population are below the age of 25 years, so far a young country to strength the country more, effective education system is very much important, basic education is for all is very much needed in present context to strength the country more at intellectual level. Education is the way through which individual progress and developed their mind and body. After 70th year of republic of India in spite of having all the resources children are lacing with even basic education facilities. It is the duty of the state to develop scientific educational culture, access of basic education to and the directive principle of state policy also deals with basic education to all and even it is fundamental duties of sate to provide basic education to all. Till today India has made many committees for effective education system in India such as university grant commission of 1948, secondary education system of 1952. Kothari education commission 1964. National education policy 1986 and recently new education policy 2020. But till now educational right of children are not full filled. The state is unable to provide educational right of children in one or other way. starting from home to school, from school to village, [Url: http://ndpublisher.in/admin/issues/EQv8splg.pdf] they discriminated and denied by basic rights by one or other reasons. Objective: the purpose of the study is to find out the majors to protect educational rights in present context and try to find out the reason of denial and violation of basic rights. Expected outcome: how constitutional rights, statutory rights play big role in protecting children issues and their basic rights. Methodology: This paper will present find out the way and majors to equal access of education right of children which are to be violated in India. So I am depending on secondary data. I will do literature review related to Indian constitution including Act of parliament related to children right concern. Also I will fallow different committees related to educational rights.

Education right of children during war and armed conflicts

عالج هذا البحث جانبا من عناية الشريعة الإسلامية بالطفل المسلم ، من حيث توضيح حقوقه التربوية، في ثلاثة محاور، متبعا فيها المنهج الاستقرائي وکذلک المنهج التحليلي، فتقرر من خلال هذا البحث أن الشريعة الإسلامية راعت حقوق الطفل وحافظت عليها منذ المراحل الأولى من تکوينه وهو جنين في بطن أمه، وهکذا أولت الشريعة الإسلامية جميع أفراد الأسرة المسلمة العناية الکبيرة، حيث أرشدتهم على القيام بدورهم الفعال في تکوين الطفل ورعايته. ومن أهم النتائج التي توصلت إليها الدراسة: أن الشريعة الإسلامية قررت أن من أهم حقوق الطفل التي يجب مراعاتها اختيار الأم الصالحة له ، قبل التفکير في إيجاده إلى هذه الحياة. وأوضحت الشريعة الإسلامية أن من حقوق الطفل المسلم اختيار الاسم الطيب له، الذي ليس فيه شؤم ولا تزکية. کما أن الشريعة شددت على الاعتناء بالطفل منذ مرحلة الولادة وما يتبع ذلک من رضاع وغيره من العنايات التي يحتاجها الطفل وهو في هذه المرحلة حتى بلوغ الحولين. Abstract This study dealt with the aspect of the Islamic Shari'a on the Muslim child, in terms of clarifying his educational rights, in three axes, followed by the inductive method as well as the analytical method. It was decided through this research that the Islamic Sharia observed the rights of the child and maintained it from the early stages of its formation, His mother's womb, and so the Islamic law gave all members of the Muslim family great care, guiding them to play their active role in the formation and care of the child. One of the most important findings of the study: that Islamic law decided that one of the most important rights of the child must be taken into account the choice of a good mother, before thinking to find him to this life. Islamic law has clarified that it is the rights of the Muslim child to choose a good name for him, which is not bad and not recommended. The Shari'a also stressed the care of children from the stage of birth and the subsequent breastfeeding and other cares that the child needs at this stage until the arrival of the two.