Implementation of the UN Convention on the Rights of the Child from Perspective of Children with Intellectual Disabilities in Europe
Abstract
The presentetion provides an overview of the implementation of the UN Convention on the Rights of the Child (CRC), read in conjunction with the UN Convention on the Rights of Persons with Disabilities (CRPD) in the area of education of children with intellectual disabilities in twenty two European countries. The analysis contained in this article is based on Country Reports which reveal a rather distressing picture of the situation of children with intellectual disabilities.
The entire reports portrait, that there is limited evidence on how the education rights of children with intellectual disabilities are upheld in the researched countries compared to those of with other disabilities. While legislation and policies clearly promote and provide to a certain extent provision for inclusive education, the results of our study show that opportunities for children with intellectual disabilities are rather modest compared to other children, including those with other types of disability.
The quality of education is also far from satisfactory. Insufficient support in mainstream schools and the lack of trained staff and resources can bring children with intellectual disabilities back and forth between mainstream and segregated schools.
Similarly, restricted access to mainstream education at secondary level and the absence of support in the transition between primary and secondary education are crucial factors which often contribute to disrupted educational paths of children with intellectual disabilities compared to other learners.