The United Nations Convention on the Rights of the Child sets a base line for how children should be treated. It sets out the rights that children have and that everything needs to be in the ‘best interest’ of the child. Everybody who comes into contact with children have the duty to ensure that children’s rights are upheld and that all practices carried out with the child’s best interests.
Section 23 of this act deals with how disabled children should be treated. Schools implement Section 23 everyday by being inclusive of those with Special Educational Needs. Most students with disabilities can manage, if not thrive, within a mainstream school environment when they are given the appropriate support. I currently work with a child who has Global Development Delay, while she is behind her peers academically, she has also made some personal progress. With one on one support she has made progress academically with her basic maths, reading and handwriting skills. Her social skills are also beginning to improve as she is interacting with her class, leaning how to share and turn taking thorough the class modelling appropriate behaviour. These progresses will not have been made without the opportunity to have a main stream educations as she would not have the positive role models in her peers that she does now.