Legislation and Guidelines for Schools

Topics: Human rights, Disability, European Convention on Human Rights Pages: 5 (1275 words) Published: June 23, 2013
Legislation and guidelines

The UN convention on rights of disabled people
This agreement was opened for signature on March 30th 2007 at the United Nations head quarters, in New York. There are 82 signatures to the convention, the UK being one of the first to sign it. The agreement sets out what countries that have signed have to make sure disabled people have the same rights and opportunities has non-disabled people. Although they are covered by normal human rights the UN convention on the rights of disabled people clearly states what these rights are. These cover disabled peoples rights in all areas of life, such as

* The right to be educated.
* The right to participate in activities.
* The right to be employed and not to be discriminated against. * The right to equal justice.
* The rights to health.

Everybody in society has to respect disabled people as ell as respect their dignity and to ensure they have all their rights that are known to them but of course age and level of understanding also have to be considered. To have an equal chance has everybody else in society as well has given all the opportunities that are open to them and to be able to grow and develop without fear of discrimination. They have the right to be respected and their opinions listen too as well as been valued person The right to have free supported education even in mainstream schools in which schools have to make reasonable changes to accommodate a disabled child.

An education provider has a duty to make reasonable changes to their setting to accommodate a disabled person to ensure they have the same opportunities has a non-disabled person, such as

* Providing ramps to enter and leave.
* Access to outdoor areas.
* Provide extra support such as, teachers and or equipment.
* Wider walk ways for ease of access for people in wheelchairs and or crutches. * Move the room around for ease of access if need be.
* Quite time area for relaxing or time for their selves.

Providers are not expected to pay costs beyond what their business can take but are expected to make reasonable changes to the surrounding areas to meet the needs of a disabled child.

In July 2009 the government approved UN convention and agreed to be bound by conventions stated written agreed terms. This means when developing a new policy or a programme to help aid disabled people the UN convention has to be taken into account and looked upon when doing so. As well as involving disabled people in the programme that will involve them. In 2011 the government agreed to review the UN convention to see how it was being applied and used through out schools and work today.

The UK have achieved much, in 2010 the equality Act 2010 was adopted. Which protects disabled people from discrimination in the work place, schools and in society altogether. It is unlawfully for a provider this does include private and independent providers to discriminate between disable people and non-disabled people, such as

* Race.
* Gender.
* Sexual Orientation.
* Religion.
* Disability.

The aims of these acts are to eliminate any kind of discrimination against disabled people and to improve their rights and as well as their well-being. It does also help to aid society’s knowledge and understanding of disabilities. Typically in historic past people with disabilities have been stereotyped in many, many ways. Some of those stereotypical labels are still used in today’s society most of this is down to,

* Missing or incomplete information.
* Mistaken ideas.
* Not so much accessible knowledge.
* Television.
* Internet.

Some of these stereotyping comes from television, such as

* Hunch back on Notre Dame, he was outcast from society and lived hidden away he was also called ugly. * The film, Rain man he was misunderstood and was sent away to live and was also called an idiot. * Charles Dickens, The Christmas Carol, tiny Tim was called a cripple. * Forest Grump, was...
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