Legal Foundation

Objectives:
• Discuss the UN Convention on the Rights of the Child (1989)
• Describe federal laws related to providing education and related services to students with
disabilities.

Introduction

Before we start, let’s exercise our minds.

Instruction: Rearrange the words to form complete

meaningful sentences
1. disabilities not children with excluded are
_

2. support the persons with necessary disabilities

LET’S PLAY! receive

3. disabilities justice persons with for

4. disabilities persons should be entitled with

5. prohibit on the of disability discrimination basis

 Analysis
• What did you observe from the sentences given?
• What do you think the connection of the activity to our new topic?
• If you are in the feet of a person with special needs, how can you express your
right in education?

Abstraction

UN CONVENTION ON THE RIGHTS OF THE CHILD (1989)

The United Nations Convention on the Rights of the Child (commonly referred to as the
CRC, CROC, or UNCRC) is the most widely ratified human rights treaty in the world. It is a
human rights treaty built on different legal systems and cultural
traditions which sets out the civil, cultural, economic, political
Let’s be guided with
and social rights of children. In doing so it declares a
legal foundation of
universally agreed set of non-negotiable standards and
inclusive education!
obligations. The Convention was adopted and opened for
signature, ratification and accession by the United Nations General

Assembly through resolution 44/25 on November 20, 1989 and it came into force
on September 2, 1990. As stated in Article 1, for the purposes of the Convention, a child is defined
as any human being under the age of eighteen.

Every right spelled out in the Convention is inherent to the human dignity and the holistic and
harmonious development of every child. The four core principles of the Convention are:

1. Non-discrimination (article 2): All children have rights, regardless of race, color, sex,
language, religion, political or other opinion, national, ethnic or social origin, property,
disability, birth or other status.
2. Devotion to the best interests of the child (article 3): The child’s best interests must be a
primary consideration in all decisions affecting her or him.
3. The right to life, survival and development (article 6): All children have a right to life, and
to survive and develop – physically, mentally, spiritually, morally, psychologically and
socially – to their full potential.
4. Respect for the views of the child (article 12): Children have the right to express themselves
freely on matters that affect them, and to have their views taken seriously.
As documented by UNICEF, the 54 articles included in the Convention address the following
rights:

Article 1 (Definition of the child): The Convention defines a ‘child’ as a person below the age of
18, unless the laws of a particular country set the legal age for adulthood younger. The Committee
on the Rights of the Child, has encouraged States to review the age of majority if it is set below 18
and to increase protection for all children under 18.
Article 2 (Non-discrimination): The Convention applies to all children, regardless of race,
religion or abilities.
Article 3 (Best interests of the child): The best interests of children must be the primary concern
in making decisions that may affect them. All adults should do what is best for children and when
they make decisions, they should think of the potential impacts children in particular regarding
budgets, policy and laws.
Article 4 (Protection of rights): Governments have a responsibility to take all available measures
to make sure children’s rights are respected, protected and fulfilled. Ratification of the Convention
obliges countries to review their laws relating to children and all applicable services, as well as
levels of funding for these services. Governments are obliged to take all necessary steps to ensure
that the minimum standards set by the Convention are being met. They are obliged to assist families
to protect children’s rights and create an environment where they can grow and reach their potential.
In some instances, this may involve amending existing laws or creating new ones.
Article 5 (Parental guidance): Governments should respect the rights and responsibilities of
families to direct and guide their children so that, as they grow, they learn to use their rights
properly. Article 5 encourages parents to deal with rights issues “in a manner consistent with the
evolving capacities of the child”. In line with Article 4, the Convention awards governments the
responsibility of protecting and assisting families to ensure that they fulfil their role as nurturers of
children.
Article 6 (Survival and development): Children have the right to live. Governments should ensure
that children survive and develop healthily.
Article 7 (Registration, name, nationality, care): Children have the right to a legally registered
name officially recognized by the government. Children have the right to a nationality (to belong
to a country). Additionally, children have the right to know and, as far as possible, to be cared for
by their parents.
Article 8 (Preservation of identity): Children have the right to an identity – an official record of
who they are. Governments should respect children’s right to a name, a nationality and family ties.
Article 9 (Separation from parents): Children have the right to live with their parent(s), unless it
has a negative impact on them. For children whose parents do not live together, they have the right
to stay in contact with both parents, unless this may cause harm to the child.
Article 10 (Family reunification): Families members who live in different countries should be
allowed to move between those countries so that parents and children may remain in contact, or be
reunited as a family.
Article 11 (Kidnapping): Governments should take steps to stop children being taken out of their
own country illegally. This article is particularly concerned with parental abductions. The Optional
Protocol on the sale of children, child prostitution and child pornography has a provision that
concerns abduction for financial gain.
Article 12 (Respect for the views of the child): When adults are making decisions that affect
children, children have the right to say their opinion and have this taken into account. The
Convention encourages adults to listen to the opinions of children and involve them in decision-
making without giving children authority over adults. Article 12 does not interfere with parents’
right and responsibility to express their views on matters affecting their children. Moreover, the
Convention recognizes that the level of a child’s participation in decisions must be appropriate to
the child’s level of maturity.
Article 12 (Respect for the views of the child): When adults are making decisions that affect
children, children have the right to say what they think should happen and have their opinions taken
into consideration.
Article 13 (Freedom of expression): Children have the right to get and share information, as long
as the information is not damaging to them or others. In exercising the right to freedom of
expression, children have the responsibility to respect the rights, freedoms and reputations of
others. The freedom of expression includes the right to share information in any way they choose,
including by talking, drawing or writing.
Article 14 (Freedom of thought, conscience and religion): Children have the right to think and
believe what they choose and to practice their religion, as long as they are not preventing other
people from enjoying their rights. Parents have an obligation help guide their children in these
matters. The Convention respects the rights and duties of parents in providing religious and moral
guidance to their children. At the same time, the Convention recognizes that as children mature and
are able to form their own views, some may question certain religious practices or cultural
traditions. The Convention supports children’s right to examine and express their beliefs, whilst
respecting the rights and freedoms of others.
Article 15 (Freedom of association): Children have the right to
meet together and to join groups and organizations, as long as How can we
it does not stop other people from enjoying their rights. In promote equality
exercising their rights, children have the responsibility to among children?
respect the rights, freedoms and reputations of others.
Article 16 (Right to privacy): Children have a right to privacy.

The law should protect them from attacks against their way of life, their good
name, their families and their homes.
Article 17 (Access to information; mass media): Children have the right to get information that
is important to their health and well-being. Governments have an obligation to encourage mass
media – radio, television, newspapers and Internet content sources – to provide information that
children can understand, and to not promote materials that could harm children.
Article 18 (Parental responsibilities; state assistance): Both parents share responsibility for
bringing up their children, and should always consider what is best for each child. Governments
must respect the responsibility of parents for providing appropriate guidance to their children – the
Convention does not take responsibility for children away from their parents and give more
authority to governments. It obliges governments to provide support services to parents, especially
if both parents work outside the home.
Article 19 (Protection from all forms of violence): Children have the right to be protected from
being hurt and mistreated, physically or mentally. Governments should ensure that children are
properly cared for and protected from violence, abuse and neglect by their parents, or anyone else.
In terms of discipline, the Convention does not specify what forms of punishment parents should
use, however any form of discipline involving violence is unacceptable. In most countries, laws
already define what sorts of punishments are considered excessive or abusive. It is the duty of each
government to review these laws in line with the Convention.
Article 20 (Children deprived of family environment): Children who cannot be looked after by
their own family have a right to special care and must be looked after in a correct manner by people
who respect their ethnic group, religion, culture and language.
Article 21 (Adoption): Children have the right to care and protection if they are adopted or in
foster care. The first concern must be for their well-being. The same rules should apply whether
they are adopted in the country where they were born, or if they are taken to live in another country.
Article 22 (Refugee children): Children have the right to special protection and help if they are
refugees (if they have been forced to leave their home and live in another country), as well as all
the rights in this Convention.
Article 23 (Children with disabilities): Children who have any kind of disability have the right to
special care and support, as well as all the rights in the Convention, so that they may live full and
independent lives.
Article 24 (Health and health services): Children have the right to good quality health care – to
safe drinking water, nutritious food, a clean and safe environment, and information to help them
stay healthy. Rich countries should help poorer countries achieve this.
Article 25 (Review of treatment in care): Children who are looked after by their local authorities,
rather than their parents, have the right to have these living arrangements monitored and evaluated
regularly to see if they are the most appropriate. Their care and treatment should always be based
on “the best interests of the child”. (see Guiding Principles, Article 3)
Article 26 (Social security): Children – either through their guardians or directly – have the right
to help from the government if they are poor or in need.
Article 27 (Adequate standard of living): Children have the right to a standard of living that is
good enough to meet their physical and mental needs. Governments should help families and
guardians who cannot afford to provide this, particularly with regard to food, clothing and housing.
Article 28: (Right to education): All children have the right to a primary education, which should
be free. Wealthy countries should help poorer countries achieve this right. Discipline in schools
should respect children’s dignity and schools must be run in an orderly way. In line with Article
19, this should occur without the use of violence. Any form of school discipline should take into
account the child’s human dignity. Governments must ensure that school administrators review
their discipline policies and eliminate any discipline practices involving physical or mental
violence, abuse or neglect. Young people should be encouraged to reach the highest level of
education of which they are capable.
Article 29 (Goals of education): Children’s education should develop each child’s personality,
talents and abilities to the fullest. It should encourage children to respect others, human rights and
their own and other cultures. It should also help them learn to live peacefully, protect the
environment and respect other people. Children have a particular responsibility to respect the rights
their parents, and education should aim to develop respect for the values and culture of their parents.
The Convention does not address such issues as school uniforms, dress codes, the singing of the
national anthem or prayer in schools. It is up to governments and school officials in each country
to determine whether, in the context of their society and existing laws, such matters infringe upon
other rights protected by the Convention.
Article 30 (Children of minorities/indigenous groups): Minority or indigenous children have the
right to learn about and practice their own culture, language and religion. The right to practice one’s
own culture, language and religion applies to everyone; the Convention here highlights this right
in instances where the practices are not shared by the majority of people in the country.
Article 31 (Leisure, play and culture): Children have the right to relax and play, and to join in a
wide range of cultural, artistic and other recreational activities.
Article 32 (Child labor): Governments should protect children from work that is dangerous or
might harm their health or their education. Although the Convention protects children from harmful
and exploitative work, there is nothing in it that prohibits parents from expecting their children to
help out at home in ways that are safe and appropriate to their age. If children help out in a family
farm or business, the tasks they do should be safe and suited to their level of development and
comply with national labor laws. Children’s work should not jeopardize any of their other rights,
including the right to education, or the right to relaxation and play.
Article 33 (Drug abuse): Governments should use all means possible to protect children from the
use of harmful drugs and from being used in the drug trade.
Article 34 (Sexual exploitation): Governments are obliged to protect children from all forms of
sexual exploitation and abuse. This provision in the Convention is enhanced by the Optional
Protocol on the sale of children, child prostitution and child pornography.
Article 35 (Abduction, sale and trafficking): The government should take all measures possible
to make sure that children are not abducted, sold or trafficked. This provision in the Convention is
enhanced by the Optional Protocol on the sale of children, child prostitution and child pornography.
Article 36 (Other forms of exploitation): Children should be protected from any activity that
takes advantage of them or could harm their welfare and development.
Article 37 (Detention and punishment): No person is allowed to punish children in a cruel or
harmful way. Children who break the law should not be treated cruelly. They should not be put in
prison with adults, should be able to keep in contact with their families, and should not be sentenced
to death or life imprisonment without possibility of release.
Article 38 (War and armed conflicts): Governments are obliged to do everything they can to
protect and care for children affected by war. Children under 15 should not be forced or recruited
to take part in a war or join the armed forces. The Convention’s Optional Protocol on the
involvement of children in armed conflict further develops this right by raising the age for direct
participation in armed conflict to 18 and establishing a ban on compulsory recruitment for children
under 18.
Article 39 (Rehabilitation of child victims): Children who have been neglected, abused or
exploited should receive special help to physically and psychologically recover and reintegrate into
society. Particular attention should be paid to restoring the health, self-respect and dignity of the
child.
Article 40 (Juvenile justice): Children who are accused of breaking the law have the right to legal
help and fair treatment in a justice system that is respectful of their rights. Governments are required
to set a minimum age below which children cannot be deemed criminally responsible and to provide
minimum guarantees for the fairness and quick resolution of judicial or alternative proceedings.
 Article 41 (Respect for superior national standards): In the case that the laws of a country
provide better protection of children’s rights than the articles in the Convention, those laws should
apply.
Article 42 (Knowledge of rights): Governments should make the Convention known to adults and
children and adults should assist children to learn about their rights. (See also article 4)
Articles 43-54 (implementation measures): discusses how governments and international
organizations should work to ensure children’s rights are protected.

UN Convention on the Rights of Person with Disabilities (CRPD)

The UN Convention on the Rights of Persons with Disabilities was adopted in 2006. Ireland signed
the Convention in 2007 and further to its ratification in March 2018 it
enters into force from 19 April 2018.
Promote the peace
and diversity in The purpose of the Convention is to promote, protect and
our community. ensure the full and equal enjoyment of all human rights and
fundamental freedoms by all persons with disabilities, and to promote
respect for their inherent dignity. It applies established human rights
principles from the UN Declaration on Human Rights to the situation of people with
disabilities. It covers civil and political rights to equal treatment and freedom from discrimination, and
social and economic rights in areas like education, health care, employment and transport. States which
ratify the UN Convention commit themselves to delivering civil and political rights to people with
disabilities, and to progressive realization of social and economic rights.

Article 1 defines the purpose of the Convention: to promote, protect and ensure the full and
equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to
promote respect for their inherent dignity

Articles 2 and 3 provide definitions and general principles such as communication including
Braille, sign language, plain language and nonverbal communication, reasonable accommodation and
universal design.

Articles 4–32 define the rights of persons with disabilities and the obligations of states parties
towards them. Many of these mirror rights affirmed in other UN conventions such as the International
Covenant on Civil and Political Rights, International Covenant on Economic, Social and Cultural Rights or
the Convention Against Torture, but with specific obligations ensuring that they can be fully realized by
persons with disabilities.

Articles 33–39 govern reporting and monitoring of the convention by national human rights
institutions (Article 33) and Committee on the Rights of Persons with Disabilities (Article 34).

Articles 40–50 govern ratification, entry into force, and amendment of the Convention. Article
49 also requires that the Convention be available in accessible formats.
THE UNESCO SALAMANCA STATEMENT

This report from the UN’s education agency calls on the international community to endorse the
approach of inclusive schools by implementing practical and strategic changes.

In June 1994 representatives of 92 governments and 25 international organizations formed the

World Conference on Special Needs Education, held in Salamanca, Spain. They agreed a dynamic new
Statement on the education of all disabled children, which called for inclusion to be the norm. In addition,
the Conference adopted a new Framework for Action, the guiding principle of which is that ordinary schools
should accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or
other conditions. All educational policies, says the Framework, should stipulate that disabled children attend
the neighborhood school 'that would be attended if the child did not have a disability.'

Education for all

The Statement begins with a commitment to Education for All, How important to
recognizing the necessity and urgency of providing education for all be educated? Is it
children, young people and adults 'within the regular education free for all?
system.' It says those children with special educational needs 'must have
access to regular schools' and adds:

Regular schools with this inclusive orientation are the most effective means of combating
discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving
education for all; moreover, they provide an effective education to the majority of children and improve the
efficiency and ultimately the cost-e effectiveness of the entire education system.

Application

Directions: The table below gives examples of people-first language alternatives. Can you think
of others? If so, add them to the table.

Avoid using words like these…
• EXAMPLE: handicapped, crippled,
differently abled, victim of, stricken
with, suffers from
handicapped parking
Think about using people-first words like
these instead…
• person with a disability, person who is
blind
 confined to a wheelchair, wheelchair-bound

retarded, vegetable

lunatic, crazy, psycho

stutterers

he is learning disabled

Congratulations for finishing Module 1 with all enthusiasm and patience. Good job for doing all
activities. But before you proceed to Module 2, you need to refresh yourself with the highlights of Module
1 and answer the assessment below:

MODULE ASSESSMENT

A. Encircle the correct letter of your answer.

1. In what year does the final regulations for EAHCA are determined, which include rules for
school districts to follow when providing an education to students with disabilities happened?

A. 1997
B. 1977
C. 1987
D. 1977
2. Who is the proponent of SCAFFOLDING?
 A. Jean Keats
B. Jerome Bruner
C. Lev Vigotsky
D. Lev Vygotsky

3. How can a child learn from scaffolding?

A. Let the child read in his own and give him a snacks for reinforcement.
B. The child is force to learn by his own ways.
C. Give any praises or appreciation while doing the tasks.
D. Guide the child while he is in learning phase.

4. Which of the following is NOT belong to the Disabilities Education Act (DEA)?
A. Person first language
B. The word “handicap” was changed to “disability”
C. Give a shelter for those homeless persons with disability
D. Assertive technology & related services

5. According to Rogoff (1990) refers to this process as guided participation, where a learner
actively acquires new culturally valuable skills and capabilities through a meaningful and
.
A. Colorful Activity
B. Collaborative Activity
C. Intrapersonal Activity
D. Mass Activity

6.What is the acronym of SEND?

A. Special Education of Needs and Diversity
B. Special Educational Needs and Disabilities
C. Special Educational Necessities and Diversity
D. Special Ethnicity and National Diversity

7. A child’s right to education is dependent on whether or not the child can access the school and
participate in the classroom, rather than the obligation being on the school system becoming
accessible to children with disabilities. Based on the given example, what type of model of services
is this?
A. Functional Model
B. Human Rights Model
C. Charity Model
D. Bio-centric Model
8. Which of the following is NOT belong to Philosophical Foundation of Education?
A. should have the rights as normal children do.
B. must be isolated nor be looked down.
C. must be treated as persons of dignity.
D. needs should be provided.

9.. What is the main benefit of The theory in inclusive special education?
A. To provide opportunities to the those who have lack of knowledge
B. To give the primary needs of a person.
C. To provide guidelines for policies, procedures and evidence-based teaching strategies that
will support the delivery of effective education for all children.
D. Advocating for non-discrimination, it also calls for reasonable differentiation only to create
specialized support services for effective participation in the society.

10.. Is it important to promote mainstreaming for those persons with special needs?
A. Yes, they have a right to be blended with others.
B. Yes, if they are guided with the qualifications from the protocol given by the authorities.
C. No, they cannot do the task properly.
D. No, because they are different in mental capacities.

111. What is the acronym of SEND?

E. Special Education of Needs and Diversity
F. Special Educational Needs and Disabilities
G. Special Educational Necessities and Diversity
H. Special Ethnicity and National Diversity

12. A child’s right to education is dependent on whether or not the child can access the school and
participate in the classroom, rather than the obligation being on the school system becoming
accessible to children with disabilities. Based on the given example, what type of model of services
is this?
E. Functional Model
F. Human Rights Model
G. Charity Model
H. Bio-centric Model

13. Which of the following is NOT belong to Philosophical Foundation of Education?

E. should have the rights as normal children do.
F. must be isolated nor be looked down.
G. must be treated as persons of dignity.
H. needs should be provided.
14. What is the main benefit of The theory in inclusive special education?
E. To provide opportunities to the those who have lack of knowledge
F. To give the primary needs of a person.
G. To provide guidelines for policies, procedures and evidence-based teaching strategies that
will support the delivery of effective education for all children.
H. Advocating for non-discrimination, it also calls for reasonable differentiation only to create
specialized support services for effective participation in the society.

15. Is it important to promote mainstreaming for those persons with special needs?
E. Yes, they have a right to be blended with others.
F. Yes, if they are guided with the qualifications from the protocol given by the authorities.
G. No, they cannot do the task properly.
H. No, because they are different in mental capacities.

B. Make the list of gender-biased words to gender-sensitive words to make

them inclusive.

1. Alumni
2. Workman
3. Middleman
4. Countryman
5. Motherly
6. Masterplan
7. lady like
8. like a man
9. maiden name
10. masterpiece

MODULE SUMMARY

• Special Education is a special instruction that answers the unique needs of

students with diverse needs.
• Inclusive Education in the broader sense is the right of education of children with
disabilities in a regular classroom.
 • Diversity is any dimension that a person or a group can be differentiated
from one another.
• Loden’s Diversity Wheel represents the various dimensions of diversity.
• Diversity and inclusion stand side-by-side.
• Gender bias is a behavior which shows that you are favoring one gender
over the other.
• The use of gender-neutral words or gender-sensitive language should be
part of your advocacy teacher candidates for it promotes inclusion.
• Applying first-person-first coupled with the use of gender-neutral and
gender-sensitive language models inclusive atmosphere in the classroom.
• There is no universally accepted definition for ‘Inclusion’. It is shaped by
the heterogeneity of inclusive ideas subsumed by history and local cultural
perspectives.
• A number of laws have contributed to providing the range of educational
services and opportunities available to students with disabilities today.
• It is important for paraprofessionals to be aware of these laws and their
contributions as a part of the constantly changing landscape of special
education

References

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(https://globaldiversitypractice.com/what-is-diversity-inclusion

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https://online.purdue.edu/blog/education/what-is-special-ed

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https://www.servicegrowth.net/documents/Exam
ples%20of%20Gender-
Sensitive%20Language.net.pdf).

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needs education. Retrieved from
http://www.unesco.org/education/pdf/SALAMANCA_E.PDF.

Vinodrao, S. (2016). Benefits of inclusive education for students with intellectual

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http//www.iahrwcom/index/php/home/journal_detail/21#list.

Vitug, A. (2014). Foundations of SpecialEducation. Retrieved from:

https://www.slideshare.net/annvitug/foundations-of-special
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activities/diversity-wheel

Congratulations once again!

Do some stretching first before you will journey Module 2 of this course Pack.