Suchergebnisse

The article presents a short review of international legislation to ensure equal rights and opportunities for all children, regardless of race, religion, mental or physical development, social status of parents, etc. The most important documents that guarantee the accessibility of education for all children of the Republic of Belarus are disclosed. The idea and objectives of the ELA international project are described. ; Veranika Radyhina - radygina@yandex.by ; Iryna Turchanka - ilukevich@bspu.by ; Veranika Radyhina - Assistant Professor, PhD, Deputy Director of the Institute of Advanced Training and Retraining of Maxim Tank Belarusian State Pedagogical University. Her research interests focus on inclusive education, adult education. Occupational therapy (training and support employment of people with SEN), educational support for children with SEN in inclusive education, building of positive attitudes of teachers of secondary schools and peers to children with SEN. ; Iryna Turchanka - Senior Lecturer, EdM, of the Institute for Advanced Training and Retraining of Maxim Tank Belarusian State Pedagogical University. Her professional interests include: adult education, the development of inclusive approaches to educational practice, information medium of instruction, creation of electronic educational projects, intensive technology training. ; Veranika Radyhina - Maxim Tank Belarusian State Pedagogical University ; Iryna Turchanka - Maxim Tank Belarusian State Pedagogical University ; Chiang, T. (2008). Inclusive Education: Problems of Improving Educational Policy and System. ; Decision of the Ministry of Education of the Republic of Belarus No. 136 of July 25, 2011 on approval of the Instruction on the procedure for creating special groups, groups of integrated education and training, special classes, classes of integrated teaching and education and organization of the educational process (2011). Retrieved from http://pravo.newsby.org/belarus/postanov3/pst702.htm ; Decree of the President of the Republic of Belarus No. 15 of July 17, 2008 on certain issues of general secondary education (2008). Retrieved from http://laws.newsby.org/documents/dekretp/dek00006.htm ; Education for All. (2000). World Education Forum. Retrieved from http://docplayer.ru/26703163-Dakarskie-ramki-deystviy-obrazovanie-dlya-vseh-vypolnenie-nashih-obshchih-obyazatelstv.html ; Kearns, S. (1995). Integration in the Society of People with Special Needs. Presented at the First Moscow International Conference on Down's Syndrome and helping people with intellectual disabilities, Moscow. ; Methodical recommendations for the organization of integrated teaching and education of students with special characteristics of psychophysical development in general education institutions. (2009). Retrieved July 9, 2017, from www.asabliva.by ; Methodical recommendations on improving the work on the organization of integrated education and training. (2016). Retrieved July 9, 2017, from http://asabliva.by/ru/main.aspx?guid=107053 ; Ovchinnikova, T. S. (2011). On the issue of studying the experience of inclusive education abroad. Almanah of the Institute of Correctional Pedagogy of the Russian Academy of Education, (14). ; Salamanca Declaration on Principles, Policies and Practices in the Education of Persons with Special Needs (1994). Retrieved from http://notabene.ru/down_syndrome/Rus/declarat.html ; The Code of the Republic of Belarus on Education (2011). Retrieved from http://pravo.by/document/?guid=3871&p0=hk1100243 ; The Concept of the Development of Inclusive Education of Persons with Peculiarities of Psychophysical Development in the Republic of Belarus. (n.d.). Retrieved July 9, 2017, from http://asabliva.by/ru/main.aspx?guid=5801 ; The Declaration of the Rights of the Child (1959). Retrieved from https://www.unicef.org/malaysia/1959-Declaration-of-the-Rights-of-the-Child.pdf ; The Declaration on the Rights of Mentally Retarded Persons (1971). Retrieved from http://www.un.org/ru/documents/decl_conv/declarations/retarded.shtml ; The European Convention for the Protection of Human Rights and Fundamental Freedoms (1950). Retrieved from http://www.echr.coe.int/Documents/Convention_ENG.pdf ; The European Social Charter (2000). Retrieved from https://www.coe.int/en/web/conventions/full-list/-/conventions/rms/090000168006b642 ; The Law on the Ratification of the Convention on the Rights of Persons with Disabilities (2016). Retrieved from http://center.gov.by/18-oktyabrya-2016-g-podpisan-prezidentom-respubliki-belarus-zakon-o-ratifikatsii-konventsii-o-pravah-invalidov/ ; The resolution 48/96 adopted the Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993). Retrieved from http://www.un.org/ru/documents/decl_conv/conventions/disabled_intro.shtml ; The United Nations Convention on the Rights of Persons with Disabilities (2006). Retrieved from http://www.un.org/ru/documents/decl_conv/conventions/disability.shtml ; The United Nations Declaration on the Rights of Persons with Disabilities (1975). Retrieved from http://www.un.org/ru/documents/decl_conv/declarations/disabled.shtml ; The Universal Declaration of Human Rights (1948). Retrieved from http://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf ; The World Declaration on the Survival, Protection and Development of Children (1990). Retrieved from http://www.un.org/ru/documents/decl_conv/declarations/decl_child90.shtml ; The World Program of Action for the Disabled (1982). Retrieved from https://www.un.org/ development/desa/disabilities/resources/world-programme-of-action-concerning-disabled-persons.html ; 1 ; 1 ; 61 ; 70

Abstract
Multiply disadvantaged youths exhibit worse health and academic success than their less disadvantaged peers, possibly due to greater exposure to social status–based discrimination. Models that capture the additive burden of disadvantage in tandem with multiple forms of discrimination are needed to explicate the unique and combined impact of these factors on adolescent health and academic outcomes. In addition, protective factors like positive family and peer relationships may attenuate these relationships. This study used data from the Beyond High School Study (N = 9,658), which looked at the transition to adulthood among senior class cohorts from 12 high schools in western Washington state, to investigate the influence of multiple disadvantage, four types of discrimination, and protective resources on student physical and mental health and school grades. Results show that both increased multiple disadvantage statuses and experienced discrimination are associated with decrements across outcomes; however, effects are attenuated when protective resources are considered. Yet, as disadvantages mount, the buffering effect of peer and family resources are dampened. No interaction was found between experienced discrimination and protective resources on outcomes.

This study is based on the lived experiences of the Dalit and Adivasi students in an elite higher education institution in India. It describes the everyday struggle undertaken by the students from socially marginalized communities, who experience discrimination, alienation and exclusion due to their identity. The study analyses the narratives of students about their educational experiences to develop an understanding of the regulatory and gate-keeping mechanisms operating in the academic and non-academic spheres in the educational institutions. Further, by revealing the serious limitations of existing practices of inclusion it reflects upon the manifest reproduction of caste inequalities within educational institutions today.

Education enables the growth and development of nations and individuals through multiple channels. However, everyone may not have access to education in general and to quality education in particular. This article is a modest attempt to explore the issue of caste-based premarket discrimination in rural Punjab. Caste-wise differences in access to education are analysed using the primary survey data collected in 2015–2016 from 12 villages spread across three districts— Bathinda, Jalandhar and Rupnagar—of Punjab. The analyses show that Scheduled Castes (SC) lack access to education facilities. Compared to the non-SC, a significantly larger proportion of the SC is found illiterate. It is observed that almost, at every level of education the percentage of SC possessing that level of qualification is lesser than that of the non-SC. The females are facing dual discrimination as their access to education is relatively poor in general and poorest for females belonging to the SC community in particular. Caste consciousness among the students is observed in case of their close friendship relations with peer group and seating preferences in the class.