IsInclusiveEducation a Human Right?
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42. UNESCO World Conference on Special Needs Education, Salamanca Statement and Framework for Action on Special Needs Education (1994), at 19, available at <http://www.unesco.org/education/pdf/SALAMA_E.PDF> (last visited October 1, 2013).
29. Proponents of this conservative view are not necessarily committed to the claim that all positive rights are utopian and therefore must be avoided. In fact, the right to education itself is also a positive right that requires the state to provide a means to guarantee the education of the citizens. It would be, indeed, unconvincing to question this particular positive right.
Finkelstein, 1980, Attitudes and Disabled People
56. In order to determine whether people with impairments do have a legal (and moral) claim to rely on group rights, this must be thoroughly discussed. However, a detailed discussion of this issue goes beyond of the scope of this article. All in all, I am skeptical about the existence of group rights in the context of human rights and hence of particular group rights for impaired people.
26. Integrative education: UN General Assembly, The World Programme of Action Concerning Disabled Persons (1982), at "Education and Training," available at <http://www.un.org/disabilities/default.asp?id=23> (last visited September 30, 2013)
UN General Assembly, Convention on the Rights of the Child (1989), § 2, 1 and § 28, available at <http://www.unhcr.org/refworld/docid/3ae6b38f0.html> (last visited September 30, 2013)
and UN General Assembly, Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993), § 6, available at <http://www.unhcr.org/refworld/docid/3b00f2e80.html> (last visited September 30, 2013). Inclusive education: 1994 The UNESCO Salamanca Statement § 1-4 and Framework for Action on Special Needs Education § 18
and 2006 International Convention on the Rights of Persons with Disabilities § 24.
39. See MacIntyre, , supra note 19.
Bentham, 1987, “Nonsense upon Stilts”: Bentham, Burke, and Marx on the Rights of Man, 46
Langenfeld, 2007, “Das Recht auf Bildung in der Europäischen Menschenrechtskonvention,”, Recht der Jugend und des Bildungswesens, 55, 412
Nussbaum, 2006, Frontiers of Justice: Disability, Nationality, Species Membership
Lindmeier, 2008, “Inklusive Bildung als Menschenrecht,”, Sonderpädagogische Förderung heute, 53, 354
25. Id, at 12.
46. See Felder, , supra note 6, at 72.
37. See Graumann, , supra note 3.
60. See Lomasky, , supra note 21.
52. See Felder, , supra note 6, at 225.
Franz, 2009, “Begegnungen mit einer Schülerin im Wachkoma,”, Empirische Sonderpädagogik, 1, 68
30. See Langenfeld, , supra note 3, at 421.
15. UN General Assembly, International Covenant on Economic, Social and Cultural Rights (1966), available at <http://www.unhcr.org/refworld/docid/3ae6b36c0.html> (last visited September 30, 2013).
51. What type of equality is adequate for inclusive education? It is reasonable to assume that equality in education must be proportional according to a particular standard. It would be unjust to adhere to arithmetical or strict equality – all people receive the same equal shares – since the starting positions for non-impaired people and impaired people are usually different. To provide the latter with the same amount of support in quantity and quality that non-impaired students receive is therefore unfair. The task, then, is to flesh out the particular standard of distribution in detail in order to show how one could guarantee each student an adequate education.
Felder, 2012, Das Recht behinderter Menschen auf Teilhabe, 18
Reinders, 2008, Receiving the Gift of Friendship: Profound Disability, Theological Anthropology, and Ethics, 5
33. UNSECO, Guidelines for Inclusion: Ensuring Access to Education for All (2005), at 14, available at <http://unesdoc.unesco.org/images/0014/001402/140224e.pdf> (last visited September 30, 2013).
17. See Gordon, , supra note 7.
14. UN General Assembly, Universal Declaration of Human Rights (1948), available at <http://www.un.org/en/documents/udhr/index.shtml> (last visited September 30, 2013).
22. See Degener, , supra note 5.
48. Aristotle, Nicomachean Ethics, in Barnes, J. , The Complete Works of Aristotle, vol. 2 (Princeton: Princeton University Press, 1729–1867).
Nussbaum, 1997, “Capabilities and Human Rights,”, Fordham Law Rev, 66, 273
1. United Nations, Convention on the Rights of Persons with Disability (2008), available at <http://www.un.org/disabilities/default.asp?id=259> (last visited September 30, 2013).
28. Id.
Cranston, 1973, What Are Human Rights?
16. Id.
Brunner, 1998, “Menschenrechte von Minderheiten: Individualrechte, Gruppenrechte oder Selbstbestimmungsrechte?”, Jahrbuch für christliche Sozialwissenschaften, 39, 103
27. See Cranston, , supra note 20.
41. See MacIntyre, , supra note 19.
Montakef, 2006, Studie des Deutschen Instituts für Menschenrechte
13. See CRPD, supra note 1, at Article 24.
43. Until this point, the Czech Republic had not undertaken any meaningful steps to end their discriminating policy.
MacIntyre, 2007, After Virtue: A Study in Moral Theory
23. In 1592, the converted Calvinist Johann I. (1550–1604) – who was impaired – made education for boys and girls compulsory in his principality of Pfalz-Zweibrücken, which was part of the Holy Roman Empire (the so-called “Old Empire” from the Middle Ages until the 19th century, followed by the German Empire 1871–1945). This was the very first time in human history in which education became legally obligatory. (See Sehling, E. , Die evangelischen Kirchenordnungen des 16. Jahrhunderts, Band 18. Rheinland-Pfalz I [Tübingen: Mohr-Siebeck, 2006]: At 406). In time, compulsory education was introduced by many nation states, until it became a legal human right in 1948. See Universal Declaration of Human Rights, supra note 14, § 26; UN General Assembly, European Convention on Human Rights (1954), at Additional Protocol Nr. 1, § 2, 1, available at <http://www.echr.coe.int/Documents/Convention_ENG.pdf> (last visited October 11, 2013); 1966 International Covenant on Economic, Social and Cultural Rights, supra note 15 § 13.
11. See CRPD, supra note 1.
49. See Felder, , supra note 6, at 227.
Wallimann-Helmer, 2012, Chancengleichheit und ‘Behinderung’ im Bildungswesen
57. Gordon, J.-S. , “Moral Egalitarianism,” Internet Encyclopedia of Philosophy (2007).
31. Of course, the right to inclusive education is not the same as the obligation to participate in inclusive education, but if proponents such as Katarina Tomasevsky claim that integrative and segregated education must stop, because it violates the human dignity of students with impairments, then it is necessarily the case that this option becomes the only possibility. See Tomasevsky, K. , Report of the Special Rapporteur on the Right to Education (2002), available at <http://daccess-ddsny.un.org/doc/UNDOC/GEN/G03/104/95/PDF/G0310495.pdf?OpenElement> (last visited September 30, 2013).
Young, 1990, Justice and the Politics of Difference, 43
44. See Tamor, and Peterson, , supra note 36.
12. See Degener, , supra note 5.
38. Id, at 93.
59. In order to cover the costs of, for example, area-wide technologically well-equipped schools, designed to house people with different of impairment, specially trained teachers, and educational programmes of successful team teaching, and so on.
32. Id, at 28.
Graumann, 2012, Chancengleichheit und ‘Behinderung’ im Bildungswesen, 86