Suchergebnisse

Chapter 1. Introduction -- Chapter 2. The Negotiations of the CRPD Monitoring System -- Chapter 3. Membership, Internal Rules and Structure of the CRPD Committee -- Chapter 4. Sessions and Meetings of the CRPD Committee: Participatory Process and Accessibility -- Chapter 5. The Reporting Procedure -- Chapter 6. The Individual Communications Procedure under the Optional Protocol -- Chapter 7. The Inquiry Procedure under the Optional Protocol and the Special Procedures -- Chapter 8. The Role of the CRPD Committee in Interpreting the Convention on the Rights of Persons with Disabilities -- Chapter 9. The Promotion of the Rights of Persons through the CRPD Committee's Work: Final Remarks.

Fundamental rights for all people with disabilities, education and employment are key for the inclusion of people with autism. They play as facilitators for the social inclusion of persons with autism and as multipliers for their enjoyment of other fundamental rights. After outlining the international and European dimensions of the legal protection of the rights to education and employment of people with autism, the book provides an in-depth analysis of domestic legislative, judicial and administrative practice of the EU Member States in these fields. Each chapter identifies the good practices on inclusive education and employment of people with autism consistent with principles and obligations enshrined in the UN Convention on the Rights of Persons with Disabilities (Articles 24 and 27). The book contains the scientific results of the European Project "Promoting equal rights of people with autism in the field of employment and education" aimed at supporting the implementation of the UN Convention in the fields of inclusive education and employment

Fundamental rights for all people with disabilities, education and employment are key for the inclusion of people with autism. They play as facilitators for the social inclusion of persons with autism and as multipliers for their enjoyment of other fundamental rights. After outlining the international and European dimensions of the legal protection of the rights to education and employment of people with autism, the book provides an in-depth analysis of domestic legislative, judicial and administrative practice of the EU Member States in these fields. Each chapter identifies the good practices on inclusive education and employment of people with autism consistent with principles and obligations enshrined in the UN Convention on the Rights of Persons with Disabilities (Articles 24 and 27). The book contains the scientific results of the European Project "Promoting equal rights of people with autism in the field of employment and education" aimed at supporting the implementation of the UN Convention in the fields of inclusive education and employment

Intro -- Foreword -- Preface -- Contents -- About the Editors and Contributors -- Abbreviations -- Abbreviations of Reviews and Encyclopedia -- From Invisible Citizens to Agents of Change: A Short History of the Struggle for the Recognition of the Rights of Persons with... -- 1 Introduction -- 2 Disability Policy in the United Nations: Before the Dawn -- 2.1 Disabled Persons as Invisible Citizens, 1945-1970 -- 2.2 Disabled Persons as Subjects of Rehabilitation, 1970-1980 -- 2.3 Disabled Persons as Objects of Human Rights, 1980-2000 -- 2.3.1 The World Programme of Action Concerning Disabled Persons -- 2.3.2 ILO Convention 159 -- 2.3.3 Breaking Onto the Agenda of the Commission on Human Rights -- 2.3.4 The Standard Rules -- 2.3.5 The Emergence of the Disability Rights Movement -- 2.4 Disabled Persons as Agents of Human Rights in the New Millennium -- 2.4.1 Calls for a Convention Grow Louder -- 2.4.2 but Old Attitudes Remain a Stumbling Block -- 3 Asserting Rights: Drafting the Convention on the Rights of Persons with Disabilities -- 3.1 The First Meeting: Still No Agreement on the Need for a Convention -- 3.2 The Second Meeting: Securing the Participation of Persons with Disabilities -- 3.3 The Working Group: Drafting Begins -- 3.4 The First Reading of the Draft: Momentum Stalls -- 3.5 The Second Reading: The Ad Hoc Committee Gets Down to Business -- 3.5.1 Legal Capacity -- 3.5.2 Forced Intervention and Institutionalisation -- 3.5.3 Social, Religious and Cultural Values -- 3.5.4 Inclusion versus Segregation -- 3.5.5 Women and Children with Disabilities -- 3.5.6 Conclusion of the Second Reading -- 3.6 The Third Reading: The Chair Issues a Clean Text -- 3.6.1 Legal Capacity -- 3.6.2 Forced Intervention and Institutionalisation -- 3.6.3 Social, Religious and Cultural Values -- 3.6.4 Inclusion versus Segregation.