Legal Model for Fulfilling Educational Rights for Persons with Disabilities in the Covid-19 Pandemic Era

The state has provided guarantees in the education of all citizens. In addition, the 1945 Constitution has clearly stated that education is a human right. Of course, this includes people with disabilities as the nation’s successors. The fulfillment of the rights of persons with disabilities in Indonesia has various problems in terms of the education pattern, which is still segregated due to lack of accessibility and supporting facilities to fulfill the educational rights of persons with disabilities. This is even more difficult with the policy of learning from home by using online learning facilities. As previously mentioned, the Covid-19 pandemic has forced all students, including persons with disabilities, to adapt to conditions by undergoing distance learning. Of course, various related policies and the distance learning processes must protect people with disabilities to continue receiving education, especially basic education, which must be followed by all Indonesian citizens. Article 4 paragraph (1) of the National Education System Law, which upholds human rights, religious values, cultural values, and national pluralism, implicitly affirms this principle. Therefore, it is necessary to build a mechanism and legal model to fulfill the educational rights of people with disabilities in the era of the Covid-19 pandemic. As for the formulation of the problem in this study, namely: How to ensure disabled people’s right to education? What is the legal model for fulfilling the educational rights of Covid-19 Disabilities? Keywords: persons with disabilities, education rights, Covid-1

Psychological bases and technology of distance learning for persons with disabilities

The article analyzes the most frequently used didactic technologies in the learning process. Psychological and pedagogical bases of design and the author's technology of distance education for people with disabilities are presented in this articleВ статье проведен анализ наиболее часто используемых в процессе обучения дидактических технологий. Представлены психолого-педагогические основания конструирования и авторская технология дистанционного образования лиц с ограниченными возможностями здоровь

Distance technologies in action: E-learning in exile (the experience of Donetsk National University, Ukraine)

This academic year due to the complex socio-political situation in the east of the country and continuing armed conflict Donetsk National University has to evacuate to other city – Vinnitsya. There was no doubt that in these new conditions an effective teaching just would be impossible. If it were not for distance learning technologies are provided. Distance learning has become a staple in education during the past few years. In Ukraine, distance learning is regulated by the "Regulations on distance learning", approved in April, 2013. According to it, distance learning can be understood as "a set of educational services provided to the public at large with using specialized educational environment based on the means of data transmission at a distance". Some aspects of applying of distance technologies in higher educational institutions in Ukraine are shown in the paper. The main goal of the paper is to describe own experience of the distance learning in Donetsk National University. Exactly because of independence of e-leaning on the distance between the teacher and students training in the University is going on without trouble. So, from October 2014 university teachers have restored, designed and implemented many distance learning courses on the platform Moodle (https://moodle.donnu.edu.ua/) for the organization of teaching in all 10 Departments of the university. Training of teachers was assigned to The Center for Continuing Education. Distance learning courses are developed based on the experience of world leading universities and can be used for teaching persons with physical disabilities. More detail of our experience will be covered in the paper. size:9.0pt; line-height:115%;font-family:"Verdana","sans-serif";mso-ansi-language:EN-US'>Major research interests: non-directive teaching, distance technologies in education, teaching mathematics in higher school.  ctive teaching. 

Implications of the Information Technology Revolution for People with Disabilities

The paper focuses on opportunities for the integration of persons with different types of disabilities in the information technology (IT) labour market. Recent IT developments are identified and examined for their potentially harmful or beneficial effects on access to the IT labour market for persons with disabilities. The opportunities created by new job creation, new forms of training, teleworking, and the role of assistive technologies in facilitating workplace accommodations are briefly described. The focus is on new options for the design and implementation of computer-related assistive technologies in the workplace, and the impact of teleworking and the World Wide Web on employability and work-related training of persons with disabilities. The paper closes with a brief discussion of the roles that government agencies, business firms, labour unions, non-governmental organisations and education can play to help people with disabilities join the IT revolution and share its benefits

The Role of ODL in the Advancing Access to Education for Special Needs Groups

Special and vulnerable groups have a right to equitable access to all benefits that society offers. However, the situation for people with disabilities, refugees and inmates in Zimbabwe face barriers of accessibility to basic and tertiary education. Zimbabwe is a signatory to the UN Declaration Charter for Human Rights which regards education as a basic human right that should be provided to all. But it appears declarations are one thing and implementation another. It appears most conventional institutions are insensitive to people with disabilities and special needs in terms of academic accessibility and quality provision. A desktop survey revealed that most conventional institutions are insensitive to people with disabilities and special needs in terms of academic accessibility and quality provision. More so, inmates can not access studies through conventional institutions whilst at the same time serving their term. On the other hand, political instability has seen Zimbabweans leave the country and this has forced most to discontinue their studies. Open and Distance Learning institutions can bridge this gap by providing initial stimulus of access and success to education for all. Success of such educational provisions however can be enhanced through the use of appropriate technologies such as the Internet, computers and cell phones. With appropriate technologies, ODL institutions are bound to reach out many persons with special needs such as prisoners, refugees and people with disabilities

College Student Perceptions of Varying Disability Types: Does Contact Experience Matter?

Studies exploring prejudices between groups have suggested that contact is related to attitudes. This relationship has been studied in the context of attitudes toward people with disabilities and has yielded inconsistent results. Other variables, such as gender, type of relationship, and the type of disability, have been studied in conjunction with and distinct from the contact variable. The present study, conducted among college students, investigated if the contact experience or the exposure to a specific type of disability in a vignette individually were associated with the attitude variable of social distance, as well as if there was an interaction between the two independent variables. Contact experience did not significantly predict scores on the social distance measure; however, type of disability was a significant predictor of undergraduate students’ social distance attitudes. Specifically, physical disability predicted significantly lower scores of social distance than intellectual disability, Attention-Deficit Hyperactivity disorder, and Autism Spectrum Disorder. The results of this research were consistent with prior studies measuring similar variables, prompting a need for further research on the role of contact experience and disability type in forming prejudices toward people with disabilities. As type of disability seems to play a significant role in attitudes toward people with disabilities, greater efforts should be directed towards educating students and faculty on non-physical disability types

Training Policies for Vulnerable Groups in Central and Eastern European Countries

[From Preface] Since 1989, the countries of Central and Eastern Europe have faced both challenges and opportunities in the field of human resource development. The challenges arise from major structural changes, such as economic restructuring and privatization and their adverse effects on economic growth and employment. Sluggish or unstable economic growth and the associated drop in labour demand, accompanied by an expansion of the informal economy, have contributed to high unemployment and the proliferation of precarious, poor quality jobs. This has resulted in significant waste of human resources. Apathy has spread among the emerging group of the working poor in formal and informal economies alike, undermining individual motivation to attend training and improve employability. At the same time, opportunities have emerged with the introduction of new forms of work organization and technologies, demanding high levels of skill and flexible working attitudes. As aspirations for high educational attainment remain strong across the region, there are good prospects for a high social and economic return on future investments in human resource development and training

Training and Employment of People with Disabilities: Australia 2003

[Excerpt] Training and Employment of People with Disabilities: Australia 2003 is descriptive in nature. When the ILO commissioned the researchers for the Country Study Series, each was asked to follow the comprehensive research protocol appended to this document. The resulting report therefore includes country background information, statistics about people with disabilities and their organizations, a description of relevant legislation and policies and their official implementing structures, as well as the education, training and employment options available to people with disabilities. While few countries have all such information readily available, researchers were asked to note the existence or lack of specific data points and to report data when it did exist. Since the lack of information about people with disabilities contributes to their invisibility and social exclusion, the information itself is important. The protocol called for limited analysis and did not specifically ask for the researchers recommendations, however, researchers were asked to report on existing plans and recommendations of significant national stakeholders