Implementing the Course “Human Rights” for Children with Special Needs under the Changed Socio-Educational Conditions

Authors

  • Borys Maksymchuk Izmail State University of Humanities
  • Iryna Sarancha Vinnytsia Мykhailo Kotsiubynskyi State Pedagogical University
  • Andrii Husak Lesya Ukrainka Eastern European National University
  • Oksana Avramenko Pavlo Tychyna Uman State Pedagogical University
  • Iuliia Kuzmenko Kherson Faculty of Odesa State University of Internal Affairs
  • Vasyl Kuzmenko Communal Higher Educational Establishment «Kherson Academy of Continuing Education» of Kherson Regional Council
  • Nina Slyusarenko Kherson State University
  • Liudmyla Chepurna National Pedagogical Dragomanov University
  • Vasyl Pankevych Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics
  • Inna Babii Pavlo Tychyna Uman State Pedagogical University
  • Iryna Maksymchuk Izmail State University of Humanities

DOI:

https://doi.org/10.18662/rrem/14.3/617

Keywords:

cerebral palsy, educational-correctional conditions, musculoskeletal disorders, international legal acts, legal knowledge, legal behaviour, specialized course on human rights

Abstract

The article shows that a postcolonial society provides ample opportunities for realizing the rights of children with special needs. However, they are often uninformed and not even motivated to assert their rights, especially in post-Soviet republics. As part of the research, a specialized course “Human Rights” has been implemented in the educational process under the changed socio-educational conditions (rehabilitation centres). After its implementation, the authors of the article performed a relevant evaluation to verify the effectiveness of the specialized course and the specially created conditions in terms of improving legal knowledge and competencies in children with special needs, compared to those who are in normal circumstances. The course was designed for young people, aged between 14 and 19, from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs “Promin”, who were diagnosed with cerebral palsy (CP). The implementation of the course involved the use of business games, training sessions, visual aids (educational films, pictures, posters, photographs), art therapy, visual art therapy, music therapy. People with MSDs have managed to enhance their knowledge about human rights and relevant legal acts, as well as state-owned institutions protecting human rights, develop their ability to assert their rights and write complaint letters to appropriate institutions, improve their attitude towards honour and dignity of other people, as well as the duty of being conscious citizens in modern society and shape understanding about the prospects of their adulthood.

References

Coles, C., & Hancock, R. (2003). The inclusion quality mark. Creative Education.

Convention on the Rights of the Child (1990) https://digitallibrary.un.org/record/91224?ln=ru

Convention on the Rights of Persons with Disabilities (2006) https://digitallibrary.un.org/record/772770?ln=ru

Demartoto, A. (2018). The workers with disabilities’ access to workplace inclusion in postmodern model perspective. Jurnal Studi Pemuda, 7(1), 2533. http://doi.org/10.22146/studipemudaugm.39157

Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213. https://doi.org/10.18662/brain/12.3/227

Department for Education and Skills. (2004). Removing Barriers to Achievement. The Governments Strategy for SEN. Executive summary. DfES. http://www.nc.uk.net

Dixon, J., Laing, J., & Valentine, C. (2020). A human rights approach to advocacy for people with dementia: A review of current provision in England and Wales. Dementia, 19(2), 221-236. https://doi.org/10.1177/1471301218770478

Ermakov, I. (1998). Reabilitatsiina pedahohika na rubezhi XXI st. [Rehabilitation pedagogy at the turn of the 21st century]. The Institute of Content and Learning Methods. http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe?Z21ID=&I21DBN=EC&P21DBN=EC&S21STN=1&S21REF=10&S21FMT=fullwebr&C21COM=S&S21CNR=20&S21P01=0&S21P02=0&S21P03=A=&S21COLORTERMS=1&S21STR=%D0%84%D1%80%D0%BC%D0%B0%D0%BA%D0%BE%D0%B2%20%D0%86$

Foley, A., & Ferri, B. A. (2012). Technology for people, not disabilities: ensuring access and inclusion. Journal of Research in Special Educational Needs, 12(4), 192200. https://doi.org/10.1111/j.1471-3802.2011.01230

Lamb, T., & Vodicka, G. (2021). Education for 21st century urban and spatial planning: critical postmodern pedagogies. In A. I. Frank, & A. da Rosa Pires (Eds.), Teaching Urban and Regional Planning: Innovative Pedagogies in Practice (pp. 2038). Edward Elgar Publishing Limited. https://doi.org/10.4337/9781788973632.00012

Manning, D. (2011). Separate but equal? A postmodern analysis of educational structures for individuals with disabilities [Unpublished doctoral dissertation]. Georgia Southern University, Statesboro.

Marcuse, H. (1969). Cultura e società Saggi di teoria critica 1933-1965 [Culture and Society Critical Theory Essays 1933-1965]. Einaudi XXV.

Mason, M. (1990). Disability Equality in the Classroom‐a human rights issue. Gender and Education, 2(3), 363-366. https://doi.org/10.1080/0954025900020311

McLeod, S. (2018). Communication rights: Fundamental human rights for all. International Journal of Speech-Language Pathology, 20(1), 3-11.

Ministere Education Nationale. (2008). Guide pour la scolarisation des élèves handicapés. Ministere Education Nationale. http://media.education.gouv.fr/file/60/6/20606.pdf

Murphy, J. W., & Perez, F. M. (2002). A Postmodern analysis of disabilities. Journal of Social Work in Disability & Rehabilitation, 1(3), 61–72. https://doi.org/10.1300/j198v01n03_06

Osler, A., & Starkey, H. (2017). Teacher education and human rights. Routledge. https://doi.org/10.4324/9781315145860

Sarancha, I., Maksymchuk, B., Gordiichuk, G., Berbets, T., Berbets, V., Chepurna, L., Golub, V., Chernichenko, L., Behas, L., Roienko, S., Bezliudna, N., Rassskazova, O., & Maksymchuk, I. (2021). Neuroscientific Principles in Labour Adaptation of People with Musculoskeletal Disorders. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 206-223. https://doi.org/10.18662/brain/12.4/245

Tereshchenko, E. A., Kovalevski, V., Trofimov, M. S., & Zasseev, D. A. (2020). Legal consciousness as a factor promoting the achievement of educational objectives and the realization of the right to education by individuals and collectives. Revista Tempos e Espaços em Educação, 13(32), 100. https://doi.org/10.20952/revtee.v13i32.14690

The Convention on the Rights of the Child. (1990). Convention on the Rights of the Child. https://www.ohchr.org/en/professionalinterest/pages/crc.aspx

Tod, J. (2002). Enabling inclusion for individuals. In T. O’Brien (Ed.), Enabling Inclusion. Blue Skies … Dark Clouds (pp. 2135). Optimus. https://repository.canterbury.ac.uk/item/85x8v/enabling-inclusion-for-individuals

Winkler, P., Kondrátová, L., Kagstrom, A., Kučera, M., Palánová, T., Salomonová, M., Šturma, P., Roboch, Z., & Murko, M. (2020). Adherence to the convention on the rights of people with disabilities in Czech psychiatric hospitals: a nationwide evaluation study. Health and Human Rights, 22(1), 21. https://europepmc.org/article/pmc/7348437

Zahoor, A. W., Khan, A. A., Farooqui, S. I., Farhad, A., Rizvi, J., & Zafar, K. (2020). Knowledge, Attitude and Practice of Rehabilitation Specialists During the Pandemic of Novel Corona Virus. Annals of King Edward Medical University, 26(Special Issue), 284-290. https://annalskemu.org/journal/index.php/annals/article/download/3653/2225

Downloads

Published

2022-09-02

How to Cite

Maksymchuk, B., Sarancha, I., Husak, A., Avramenko, O., Kuzmenko, I., Kuzmenko, V., Slyusarenko, N., Chepurna, L., Pankevych, V., Babii, I., & Maksymchuk, I. (2022). Implementing the Course “Human Rights” for Children with Special Needs under the Changed Socio-Educational Conditions. Revista Romaneasca Pentru Educatie Multidimensionala, 14(3), 428-443. https://doi.org/10.18662/rrem/14.3/617

Issue

Vol. 14 No. 3 (2022): Revista Romaneasca pentru Educatie Multidimensionala

Section

Research Articles

License

Copyright (c) 2022 The Authors & LUMEN Publishing House

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).

Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND

CC_BY_NC_ND

Most read articles by the same author(s)

1 2 > >> 

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now