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Showing 4 results for The Right To Education
Marzieh Hojaji Najaf Abadi, Massimo Papa,
Volume 1, Issue 3 (12-2019)
Abstract
Children's rights, as part of the human rights debate, focus on protecting and supporting children and achieving their basic rights. Human rights are the inherent rights of all human beings. Children also have the same rights without discrimination. The main purpose of this research is to investigate the right to education of children and to study it in international documents. An analytical approach has been used to achieve this goal. The main focus of this analysis is the Convention on the Rights of the Child as the most important document in the field of child rights, related articles on the Child’s education right, other international human rights instruments, the position of education in the international human rights system, the Declaration of Human Rights and Islamic Declaration of Human Rights. Therefore, recognizing the right to education for children in the human rights system will require the support and commitment of governments to provide children with access to appropriate educational facilities. The Declaration of the Rights of the Child incorporates the broad concept of the child as the right holder. The four basic principles of the Convention on the Rights of the Child can be: 1. The principle of non-discrimination and the guarantee of the rights of the Convention for all children without any discrimination; 2. The priority of the interests of the child in any law and regulations affecting the child; 3. The right to life, survival and development of children and adolescents; 4. The right to have children's views and opinions at all stages of their decision-making. In this international instrument, Articles 28 and 29 recognize the right to education in children and this right has been enshrined in equal opportunities. Another international human rights instrument, especially in the field of children and the right to education of children, is the Human Rights Declaration of 1948. Article 26 recognizes the right to education of children and everyone has the right to equal access to education and access. It also sees education as guiding the human personality with good understanding, forgiveness and respect for different beliefs. This analysis, on the one hand, represents the belief in the inherent dignity of children and the "human personality" without any discrimination on the basis of issues of gender, color, opinion, ethnicity and religion, and on the other hand, emphasizes the principle is to protect children and to recognize their fundamental rights. The right to education as a human rights principle in the field of children, including the right to access to education, the right to quality and standard education, respect for the human dignity and dignity of the child, non-discrimination education at all stages of childhood, access to educational opportunities and equality of opportunity in education.
Please cite this article as: Hojaji Najaf Abadi M, Papa M. Children's Rights to Education in International Human Rights Documents. Child Rights J 2019; 1(3): 213-237.
Mahmoud Abbasi, Zahra Poursina, Meysam Kalhornia Golkar,
Volume 2, Issue 6 (9-2020)
Abstract
Autism spectrum disorder or Autism is a prominent contemporary psychological disorder. Patients depending on the severity of disease, suffer from functional impairment, in the areas of communication, social interaction and behavior, and generally behavioral imbalance caused serious problems for them in normal process of family and social life. The rising trend and tangible growth in the number of children affected in recent years, has sounded the need for targeted actions in the area of autism community health management. One of the most important areas that need to be addressed is the special support for children with autism based on the general principles of child rights and in accordance with the special situation of these children. At the moment, due to lack of health insurance coverage, inadequate diagnosis and rehabilitation facilities, ignoring the right to education and enjoy the conditions appropriate to the situation, necessity of establishing parent guidance and counseling system and support the living standards of children affected in their families and community, all has led serious challenges for those with autism and their families. Accordingly, the theoretical analysis of the principles of child rights with the importance of children with autism seems to be necessary to provide the infrastructure and requirements for securing the fundamental rights of these children especially in two areas of health and education in the domestic system.
Please cite this article as: Abbasi M, Poursina Z, Kalhornia Golkar M. Child Rights and Autism Spectrum (Fields and Plans). Child Rights J 2020; 2(6): 89-108.
Ehsan Golmehr, Mahdi Kalhornia Golkar, Meysam Kalhornia Golkar, Leila Shiravand Menjani,
Volume 3, Issue 9 (6-2021)
Abstract
Background and Aim: Education is one of the most important aspects of children's rights and so the quality of its implementation plays an important role in securing this right. This issue has a particular importance and sensitivity for children with special needs. With the spread of the Corona pandemic in the world, the need for distance education became inevitable. In Iran, distance learning, including at the basic level, was formed using ‘Shad’ software, which is still current in many primary schools. The aim of this study was to investigate the effect of this type of education on the educational achievement of children with special needs.
Method: In this study, using a descriptive survey method and a researcher-made questionnaire based on the Academic Achievement Questionnaire adapted from Pham and Taylor's 1994 research, the statistical population, teachers of Shahed Fardis Exceptional School of Karaj was selected and data analysis was performed. Chi-square test and Friedman test were used with Spss software version 24.
Results: The findings showed that the effect of ‘Shad’ software in distance education is positive in terms of software efficiency and effectiveness compared to other methods of distance education and also by creating a specific program to prepare for assessments; However, due to the absenteeism of education, the overall outcome of the comments was a negative impact on students' academic achievement compared to the attendance method at the end of the year. Also, this type of education can have a negative impact on academic achievement by reducing performance during face-to-face assessment, reducing literacy skills, and distracting students due to being at home.
Conclusion: Distance education, especially with the elimination of hardware and software defects, as well as cultural placement and mutual understanding of teachers, parents and students, is an opportunity in some respects to increase academic achievement, but face-to-face education, as well, due to its functions, should still be considered and emphasized by the educational system.
Please cite this article as:
Golmehr E, Kalhornia Golkar M, Kalhornia Golkar M, Shiravand Menjani L. The Effect of Distance Learning through Shad Software on the Academic Achievement of Shahed Primary Special School Students in Alborz Province. Child Rights Journal. 2021; 3(9): 1-15.
Mahmoud Abbasi, Meysam Kalhornia Golkar, Leila Shiravand Menjani,
Volume 3, Issue 11 (12-2021)
Abstract
Background and Aim: Educational assessment is done at the beginning of entering the school to determine the status and identify the educational needs and adapt the education courses in the normal or exceptional schools to the child's conditions. This program needs proper implementation to achieve its goals in the education system. The present study was carried out with the aim of investigating the problems and challenges in the process of educational assessment of children with learning disorders and those with autism, taking into account the requirements of the right to education.
Method: This research was carried out by using field investigations and recording evidence from the examination of a case sample in the process of educational evaluation, as well as using library documents and internet resources.
Results: Factors such as insufficient information, crowding of referrals, short assessment time, delay in processing, separation of the child from parents, lack of counseling and adequate explanation, lack of right to protest the assessment result, and inattention to the infrastructure and educational facilities in the region as a result of the assessment, are challenges in the educational assessment process which in relation to children with learning disorders (especially children with mild disorders and borderline intellectual functioning,, whose condition diagnosis and appropriate training course is more sensitive), can directly or indirectly affect the quality of fulfilling the right to education.
Conclusion: The problems in the educational assessment process can lead to the possibility of making incorrect decisions that are not in accordance with the existing conditions and facilities for children with learning disorders and children with autism. Considering the dimensions and requirements of children's right to education in domestic and international documents and the importance of receiving high-quality and effective education and protecting the child's interests, it seems necessary to eliminate the defects and improve the quality of the students' assessment upon entering the school.
Please cite this article as:
Abbasi M, Kalhornia Golkar M, Shiravand Menjani L. Challenges Surrounding the Right to Education in the Educational Evaluation of Children with Learning Disorders and Autism (A Case Study in Karaj). Child Rights Journal. 2021; 3(11): 41-51.
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