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Human Rights Research Paper

English 10

Mrs. French

5 October 2015

South Arica! "isabilit# an$ Schools

%n his &riting' author (eorge Mc"onal$ encourages' )*e+er tell a chil$' #ou ha+e a

soul. ,each him' #ou are a soul! #ou ha+e a bo$#- )/ou "ont -3. ,hough the piece &as

&ritten near the en$ o the 14thentur#' the a$+ice is still eminentl# rele+ant in this t&ent#6

irst' &here people are $iscriminate$ against their inherite$ ph#sical an$ mental attributes.

,hough a human right against $iscrimination stan$s' aroun$ the &orl$' the $isable$ remain

segregate$ rom societies an$ are &holesomel# ostraci7e$ rom communal opportunities.

%nstea$ o pro+i$ing oo$ or the soul' as Mc"onal$ suggests' the re8ection o $isable$

chil$ren rom schools are teaching #ouths aroun$ the &orl$ that $isabilities $eine

limitations' instea$ o supporting a chil$s #earn to o+ercome them. %n South Arica the same

regime is thoroughl# e+i$ent' more so in less communities &here public schools are

incompetent in e$ucating the $isable$' an$ schools tailore$ or them are oten too ar an$

inanciall# $raining to support )South Arica! E$ucation-3. ,he human rights abuse

happening against $isable$ chil$ren in South Arican e$ucation is a pro$uct o pre6assume$

in$igence' historic aparthei$ culture' an$ la&e$ attempts on establishing ser+ices or the

$isable$.

%n South Arican e$ucation' the re8ection o $isable$ chil$ren rom schools is because

the# are seen as an economical bur$en &ith no substantial uture or contribution. ,his is a

culture brea$ b# the societ#s assumption o that the $isable$ are $estine$ or in$igence' i

&ithout inancial support rom other in$i+i$uals. ,he role o po+ert# &ithin $isable$ culture

cannot be o+erloo9e$. Most $isable$ in$i+i$uals come rom an impo+erishe$ population' as

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the# are more prone to sic9nesses $ue to poor li+ing con$itions unable to aor$ proper

me$ical treatment ,esemma' 23. %n result' mothers o poor economic status ha+e a higher

ris9 o gi+ing birth to $isable$ chil$ren. Families in po+ert# are also unable to pro+i$e

appropriate e$ucation or their chil$ren' much less in schools $esigne$ or the $isable$'

&hich cost a consi$erable sum o mone#. onse:uentl#' the# are re8ecte$ o the opportunit#

or learning basic lie s9ills' ren$ering them incompetent to ma9e $ail# li+ing. )An estimate$

44; o $isable$ people are e

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Eliora B

e$ucational opportunit#. ,here is a lac9 o :ualiie$ teachers an$ acilities in South Arica to

school $isable$ chil$ren' e+en or basic e$ucation )omplicit in E

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$isabilit# &ill )sprea$- )itness-3. Such opinions are ri$iculous' but accepte$ as a norm

as it &as bre$ into their culture' an$ ironicall# also a pro$uct o poor e$ucation. A mother'

Sisan$ua' a$mitte$ that she &as once ashame$ o her $isable$ chil$ though she has since

learne$ to accept him an$ lo+e him3' because the societ# she gre& in &ere unsupporti+e an$

$e8ecte$ $isabilit# )itness-3. ,he South Arican attitu$e to&ar$s $isabilit# is all roote$

rom the past national aile$ attempts on ser+ice or the $isable$' that instea$ o encouraging

health# relationships &ith the $isable$ instea$ choose to segregate them urther as a

$epen$ent group. ,he people running the schools share the same mentalit#' an$ choose to

re8ect $isable$ chil$ren rom their e$ucation s#stem or permanentl# placing them on the

schools waiting liston alse pretense.

,he South Arican societ# has remo+e$ the $isable$ rom their e$ucational s#stem' on

the basis o pre6assume$ in$igence' inherite$ Aparthei$ culture' an$ the ailures o past

national attempts on establishing ser+ices or the $isable$. %t has been establishe$ that people

in po+ert# are more incline$ to&ar$s $isabilit#' an$ that their re8ection rom schools onl#

plun$er them urther into in$igence. ,he racial $iscrimination e+i$ent un$er the Aparthei$

go+ernment an$ their concept o )grouping- has since transorme$ into segregation to&ar$s

$isable$ people' seen as the un&orth#. ,he ser+ices meant or $isable$ people has onl#

strengthene$ the peoples opinions o the $isable$ as a $epen$ent group. ,he perspecti+e the

people hol$ o against $isable$ people &ill onl# $eteriorate the $isable$ population urther'

notabl# so i the# are &ithhel$ rom proper e$ucation.

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or9s ite$

)omplicit in E September 2015.

Fagin' @ean M. )(lobal %nluences an$ Resistance ithin! %nclusi+e Practices an$ South

Aricas Aparthei$ (o+ernment.-Masters Thesis. ?o#ola Gni+ersit# hicago' 2011.

P"F ile. 25 September 2015.

)%ntegrate$ *ational "isabilit# Strateg#.-Independent Liing Institute. %n$epen$ent ?i+ing

%nstitute. eb. 25 September 2015.

@ac9son' Robert ?.!arallels Between "partheid and Intellectual #isa$ilit% !olic% and

!ractice& Implications for Citi'ens and (erices. E$ith o&an Gni+ersit#. Perth. P"F

ile. 10 September 2015.

?ehola' Pali. )ensus 2011! Proile o persons &ith $isabilities in South Arica.- (tatistics

(outh "frica. Statistics South Arica' 201C. P"F ile. 25 September 2015.

*aic9er' S. 2003. )From Polic# to Practice! A South Arican Perspecti+e on %mplementing

%nclusi+e E$ucation Polic#.-International )ournal of Whole (chooling* +,-.* -/0'

200. P"F ile. 2> September 2015.

)South Arica! E$ucation arriers or hil$ren &ith "isabilities.-Human Rights Watch.

Human Rights atch' 1D August 2015. eb. B September 2015.

,esemma' Shimelis ,. )Economic "iscourses o "isabilit# in Arica! An O+er+ie& o ?a#

an$ ?egislati+e *arrati+es-."frican #isa$ilit% Rights 1ear$oo2. Gni+ersit# o

Pretoria' 201C. P"F ile. 10 September 2015.

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)itness! Si$eline$ in South Arica For eing "ierent.-Humans Rights Watch. Humans

Right atch' 1D August 2015. eb. B September 2015.

)/ou "ont Ha+e a Soul! .S. ?e&is *e+er Sai$ %t.-Mereorthodo3%. Mereortho$o September 2015.