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In this article, we illustrate and address how anti-Blackness and adultism work together in an interlocking form of oppression we call anti-Black adultism. Situated in Amina's (youth author) lived experiences of school, we offer counter-stories that show the ways that educators employed anti-Black adultism to render Amina's civic life incompatible with the academic learning of school and imposed adult-framings of academic success on her as a way to control her in school. We then detail our shared experiences in an affinity group space and youth research project to offer the ways that anti-Black adultism can be disrupted through acts of solidarity. We conclude with lessons for adults to trouble anti-Black adultism to sustain intergenerational work toward racial justice in schools.

Sustained inquiry between school administrators and mental health professionals around critical incidents, school policy, and problems of practice is required to mitigate inequities so prominently illuminated during the COVID-19 pandemic. Collaboration between school stakeholders with different role identities and positionalities gainfully blurs structural and organizational barriers to equity and, ultimately, reform. To that end, a formal structure called SLAC, or the Student Life Advisory Council, is presented in the following article. The conceptual rationale for the work of a pioneer three year old SLAC team situated in a large suburban middle school is intentionally grounded in Kaplan and Garner's (2017) DSMRI framework. SLAC's output is then considered through the lens of Victor Ray's theory of racialized organizations (2019). The SLAC approach has the potential to disrupt inequity in schools, build collective capacity for inquiry, and manifest real change in all educational sectors. It is offered to the field for consideration here, with the sincere hope that the organizational hierarchy of schools might be flattened in the interest of our students and their freedom.

This qualitative, descriptive study explored the experiences of college students with Deaf, deaf, and Hard of Hearing (D/d/HH) hearing difficulties within online learning environments (OLEs). This study used an inclusive and equitable theoretical framework of connectivism to address audism and the marginalization of college students with D/d/HH. The LIFE-R section's "After LIFE" semi-structured interview protocol collected data from 15 college students with hearing difficulties in OLEs recruited from the National Deaf Center-Listserve. The 12 themes highlighted that without extrinsic support, participants perceived inequitable accessibility of technology, hearing devices, or resources. In closing the research gap, the study's findings indicated that (1) college students with D/d/HH were underrepresented, had unique hearing differences, and needed consistent access to hearing assistance technology and resources; (2) connectivism extrinsic support: Provided equitable accessibility and a positive impact on self-advocacy and autonomy, engagement and emotions, and availability and effectiveness of technology-assisted hearing devices or resources, and (3) Audism: Provided inequitable accessibility and a negative impact on self-advocacy and autonomy to utilize technology hearing devices or resources, engagement, and emotions (i.e., frustration, anger, alienation, and isolation). The recommendations for improving accessible and effective technology hearing devices or resources utilizing a connectivism framework, implementing policies, best practices, professional development, and training. Future studies should explore students with difficulties hearing in OLEs without a medical diagnosis, intersectional identities, and larger sample sizes.

Students with disabilities are far less likely than their peers to participate in work-integrated learning (WIL). This gap may contribute to the high levels of unemployment for people with disabilities. Unemployment rates compound when accounting for intersectional identities, with disabled people of color experiencing even higher rates of unemployment. Skill development through opportunities such as WIL is critical to ensure equity-deserving groups can transition successfully from post-secondary institutions into the workforce. Without a transparent, collaborative accommodations process in an environment that is actively reducing stigma and ableism, it is likely students with disabilities will continue to be underrepresented in WIL and the workforce after graduation. This paper presents an overview of disability, barriers to participation, and relevant Canadian legislation. The authors then propose an outline for developing a collaborative accommodations process for WIL opportunities.

The purpose of this study is to explore the realization of users' information rights (IRs) in the smart service of university libraries. Based on the LibQUAL model, principal component analysis (PCA) is used to measure the quality of smart services in university libraries. The contribution weight of various services to the realization of IRs is calculated by analytic hierarchy process (AHP), then the degree of IR realization is obtained. Users have the highest right to express information, the lowest right to equality, and other rights tend to be moderate. Suggestions to improve the realization of IRs are put forward at the end.

In this study, I explore the discourse surrounding parental rights in U.S. public schools, with Virginia as a focal point. Analyzing two sets of model policies regarding the treatment of transgender students--one established under a Democratic governor and another implemented following the election of a Republican candidate championing parental rights--this research employs qualitative content analysis to gain insight into the contemporary parental rights movement in educational settings. Five key themes emerged: 1. Reliance on expert opinions; 2. Variation in depth and breadth of information within policies; 3. Transgender student inclusion in policies; 4. Student and parent focus imbalance; and 5. Adherence to legal intent. The findings indicate a shift in emphasis from addressing gender identity concerns to prioritizing parental rights, with ramifications for the broader political landscape. This research enriches the ongoing dialogue on the role of parents in education and the consequences of the conservative parental rights movement for educational policy.

This study proposes a rights-based instructional planning approach for teachers serving indigenous learners, particularly those assigned to schools in Higaonon communities (IPEd). The content of the paper focuses on the following: (1) assumptions about Higaonon indigenous learners; (2) components of the right-based instructional planning approach; and (3) facilitating and hindering factors that may affect the implementation of the right-based instructional planning approach. The researcher used an exploratory research design to develop the proposed planning approach. It was conducted in Higaonon communities in the Municipality of Esperanza, Agusan Del Sur, Philippines. The responses of the selected school officials, IPEd teachers, Higaonon tribal leaders, parents, students, and external stakeholders. The responses of the selected school officials, IPEd teachers, Higaonon tribal leaders, parents, students, and external stakeholders. This paper strongly believes that shifting from a culture-based to right-based IPEd teaching approach is expected to lay down positive changes in all aspects of life for indigenous learners, including social, economic, education, civic, and political, as they begin to understand and protect the inherent rights to ancestral domains, cultural integrity, self-governance, and social justice which are accounted for them. The early inculcation of Indigenous Peoples Rights Act (IPRA) law into their identity formation through school curriculum is projected to eradicate all forms of discrimination, exclusion, alienation, disintegration, and vulnerabilities in mainstream societies.

The indefinite nature of test fairness and different interpretations and definitions of the concept have stirred a lot of controversy over the years, necessitating the reconceptualization of the concept. On this basis, this study aimed to explore the empirical validity of Kunnan's (2008) Test Fairness Framework (TFF) and revisit the established test fairness conceptualization following the principles of grounded theory. To this end, 10 university lecturers of TEFL, 20 high school English language teachers, 15 PhD students in TEFL, and 15 MA students in TEFL participated in open-ended and semi- structured interviews. Following grounded theory rubrics, the researchers read, codified, and analyzed the obtained interview data. Simultaneously, memos were written, comparisons were drawn, possibilities were seen, and robust categories were developed through theoretical sampling. This process continued iteratively until the categories saturated. Next, the categories were juxtaposed and compared to see how they fit together and finally several major categories emerged accordingly. The opinions were diagrammed and a visual image of the categories and their relevant scope, power, and associations were represented to construct a theoretical logic. The new hierarchy of test fairness categories became discernible as the interviewees named distinct characteristics for a fair test. The identified levels of the new conceptualization of test fairness were entitled validity, construction and structure, administration, scoring, reporting, decision-making, consequences, security, explicitness, accountability, equality, and rights. The need for advancing context-specific and locally agreed-upon equity principles as driven by the impossibility of the fulfillment of the equality principle in the real world conditions is an important finding of this study with concrete implications for both theory and practice in the field.

The Universal Declaration of Human Rights asserts that education is a fundamental human right for everyone. Education promotes equality, but this can only be possible in the absence of social injustices within school systems. Social justice in education entails challenging any inequalities that may exist in the education system. This study focused on examining South African township high school learners' definition of their right to education and views on its implementation. Using a qualitative approach, 45 high school learners (26 female and 19 male) who were purposively sampled from two township public high schools participated in semi-structured, in-depth individual interviews. The study was grounded in the social constructivism paradigm and data were analysed thematically. The findings of this study showed several shortfalls in the implementation of the right to education in the two schools. Despite a few positive developments, learners generally felt dissatisfied with the implementation of their right to education. Based on these findings, this study recommends the need to monitor activities in public schools to ensure that the right to education is fully implemented, to promote social justice in schools.

The worldwide health epidemic has glinted serious challenges on the vulnerabilities. However, on the other hand it has given a glimpse of existing disparities and a wakening call on what mitigations are needed to be considered. At the top-most is the need to address the education of over one point five billion learners whose education has been interrupted due to the COVID-19 crisis. As the world globally navigates the COVID-19 catastrophe and its repercussions, there is need to reflect on fundamental principles and identified strengths, while contenting with unprecedented distraction to economies, education and societies. Distractions occasioned by the epidemic are aggravating disparities both inside and across nations. We promptly need reimaging of education so that short-range impediments do not translate into bigger, lifelong challenges. To this end, renewal and reimaging of education takes center stage. This premise is anchored on global solidarity and EFA goals that do not condone the echelons of inequalities that have emerged in the modern-day world. Methodologically, secondary data and purposive random sampling was utilized to review articles that were concerned with reimaging of basic education. Drawing from the COVID-19 relevant experiences and relevant theories, this study established that COVID-19 experiences heightened disparities, accentuated the threats that arise due to privatization of education being a common good coupled with unpreparedness for immense change to virtual learning platform. The study recommends interventions meant to promote inclusive learning to minimize disparities for the vulnerable leaners and assist various countries to realize their already initiated 100 per cent transition policy. Significantly, the study contends that reflections on renewal and reimaging of education may prove fruitful towards catalyzing change for inclusion and access during epidemics to the advantage of our learners.

All children in Aotearoa New Zealand have the right to enrol in and receive a quality, inclusive education. Despite this, a recent report by the Education Review Office (ERO, 2022), the government's external education evaluation agency, identified numerous ways in which disabled akonga are excluded from and within the education system. This article explores one of ERO's key findings: principals lack understanding of their legal obligations with respect to disabled akonga. Through contextualising this finding within national and international literature on principals' legal literacy, the urgent need for professional development (PD) to develop principals' understanding of the relevant law is highlighted. Recommendations for the content and delivery of this PD are outlined along with regulatory measures to safeguard the rights of disabled akonga.

The foundation of inclusive education is that every learner has the potential to contribute positively to society. A sense of belonging to society is vital to this contribution, and to the growth and development of autistic children and young people. New Zealand has made some positive progress towards inclusive education, with some education institutes understanding that all children have the right to be educated and to receive the best possible education they can, regardless of ethnicity, culture or disability. However, research indicates that there are still barriers to inclusive education, and these barriers have drastic lifelong implications for autistic children and young people. This paper outlines inclusive education, identifies barriers from the perspectives of research through literature, educators and families through a small-scale study, and discusses lifelong implications of a non-inclusive education on autistic children and young people.

This study aims to assess teachers' attitudes toward the rights of students with special needs during the COVID-19 pandemic. The study focuses on the attitudes of the special education teachers regarding their self-efficacy and beliefs about using e-learning with their students during the COVID-19 lockdowns. It was undertaken using a quantitative research approach by which teachers working with children with special needs in Amman were interviewed virtually. The findings indicate that the teachers have positive attitudes and perceptions regarding the rights of children with disabilities, although they report having low self-esteem. They report the need to find ways of integrating e-learning for special needs children during the lockdowns. The findings indicate that teachers in Jordan have relatively negative perceptions of using e-learning platforms for teaching children with disabilities. There is a need for policies to train and support teachers in these settings to equip them with the skills to work with students with special needs using e-learning tools.

LGBTQIA students are an important stakeholder group on college and university campuses, especially as both their visibility and expectations for support and empowerment on campus increase. But how ready is the field of higher education for litigation related to LGBTQIA issues, and how should student affairs practitioners prepare to address LGBTQIA students' possible negative campus experiences proactively? By reviewing details of cases that have set an important precedent and signal what might be coming with respect to LGBTQIA students' rights and experiences in higher education, this article seeks to provide detail and analysis of important legal areas that student affairs practitioners should be attuned to as they continue to educate thousands of LGBTQIA students each year. I explore how Title IX may be increasingly a route of redress for LGBTQIA students who have experienced discrimination; how rulings on religious freedom of expression may erode some of LGBTQIA students' rights on college and universities campuses; and the special relationship doctrine and how it may be applied to LGBTQIA students in mental health crisis.

Some young and inexperienced teachers working in rural and disadvantaged areas in the city center of Turkey have the habit of constantly producing digital content and sharing virtual videos in classrooms/schools. Thus, the students become the material of virtual trade. The process of becoming a teacher influencer and its effects on the students were examined in detail. The research had a phenomenology design as one of the qualitative methods. The data were collected from the teachers of various teaching areas (n=201). According to the findings, the majority of the teachers participating in the research thought that being a teacher influencer, and teacher influencers caused damage to the students and violated children's rights.

The objective of this research is to look into the inclusion of children with neurological diseases in Indian education. According to the research, a substantial proportion of children in India have neurological disorders, and they frequently face barriers to education. The study examines the current situation of education for children with neurological problems in India, as well as the policies and laws that regulate their education. The review also looks at the difficulties that these children, their families, and educators have had in implementing inclusive education. Lastly, the report explores interventions and techniques that can help children with neurological disorders be included in Indian education settings with a concerted effort from all stakeholders involved in the education process.

The development of communication and information means, especially the presence of the online environment, is undoubtedly an integral part of pupils' leisure time. During the pandemic, it also inevitably became a standard part of formal education in the form of so-called distance learning. On 11 March 2020, an extraordinary measure of the Ministry of Health entered into force, resulting in the widespread closing of schools. The extraordinary measure was later replaced by the Resolution of the Government of the Czech Republic No. 74/2020 Coll. of 12 March 2020. On 12 March 2020, a state emergency was declared. The main research goal is to name selected related cyberspace risks with the transition to distance learning and their potential intensity, which threatened or may continue to threaten students in the transition to this model of education. Research sub-objectives are to analyze students' awareness of their rights and obligations in the context of cyber security in distance learning and to compare the obtained data among primary and secondary school pupils. Research and achievement of set research goals are carried out through a quantitative and qualitative approach through piloting in the form of interviews with a selected sample of students, and the use of a questionnaire survey focused on the occurrence of selected risks in cyberspace and finding out essential awareness of students' rights and obligations in cyber security.

Using a logic model can be very helpful in developing social projects that can achieve desired goals for social work planners. In this article, the author emphasizes the importance of using logical programs to help social workers achieve positive changes and desired outcomes. The article illustrates how social planners can translate the logical model process into a practical application that serves the needs of communities. The goal of this project is to increase knowledge and understanding of the educational rights of children with disabilities within the community. The article explains how social planners can use the logical model process to create a practical application that meets the needs of communities. The project aims to increase awareness and understanding of the educational rights of children with disabilities in the community. This proposal outlines the steps necessary to achieve inclusive educational program objectives using a plan's resources (inputs), activities, outputs, and outcomes. To change parents' attitudes toward integrating children with disabilities into mainstream education, five elements will be implemented, including discussions, workshops, presentations, and technology activities. Implementing these elements will help parents be more open-minded about integrating children with disabilities into mainstream classrooms. The article aims to teach social work students how to expand their understanding and assumptions of a logical model and apply them to their practice to bring positive changes to vulnerable populations. The author also wants his audience to consider the model's four main processes when planning social programs to achieve desired outcomes.

Belonging is a critical factor for supporting student success and well-being in school. Unfortunately, the work of fostering belonging at school for all students continues to face significant challenges. One reason is that the field of education is working from a limited conception of school belonging, based mainly in the discipline of psychology. Belonging is more than just a psychological sense--it is also a social, cultural, and even political process. In this article, Paul Kuttner explores six aspects of belonging that are underemphasized in the school belonging literature, arguing that we should think of school belonging as agentic, intersectional, systemic, political, place-based, and a right. Kuttner proposes a definition of belonging that encompasses these aspects and uses it to suggest future directions for research and practice.

Bullying is a global social phenomenon that negatively affects learners' psychological functioning, social life, and academic performance. This challenge is notable among senior phase learners in Amathole East secondary schools in the Eastern Cape Province of South Africa. This study responds to the problem by exploring the challenges and possible solutions for managing bullying among senior phase learners. Lensing through Social Cognitive Theory, the qualitative study adopted interpretivism paradigm, a case study design, and recorded in-depth interviews were used to collect data from the participants. 15 participants (1 principal, 4 teachers, as well as 10 learners) were sampled using purposive sampling technique. Thematic analysis was used to analyze the data collected from the participants. This study revealed that government laws, vindictive learners, anti-social learners and defensive parents, teachers not following up bullying cases, and community crime are the challenges stakeholders face in managing bullying. This study acknowledged that victims must be protected by placing police officers and security, offering moral and sexuality education, building a constant relationship with learners' parents and guardians, and encouraging socialization through the involvement and placement of social workers in a school setting. The study concluded that regardless of internal school stakeholder's endeavors to manage bullying, it remains impossible for bullying and its ramifications to be addressed by an individual stakeholder.

There are currently 23 states in the United States that have laws considered as some form of school disturbance law. These do not include codes or laws specifying school discipline consequences such as suspension or expulsion. They vary widely in how broadly they can be applied and how broadly they define behaviors. Students are often not aware typical student misbehavior such as refusing to work, talking back, belching, or throwing paper airplanes could result in an arrest. These laws disproportionally impact students of color and students with disabilities. This article will review the breadth of these laws in the United States, their historical development and growth, and how the implementation of these laws disproportionally impacts students of color and students with disabilities. Suggestions for policy changes are included.

How do we ensure that all students have the tools and resources they need to succeed in today's educational context? In this article, we explore how the right to education generally and to specific educational tools and resources in California have been protected through litigation in the past; how the COVID-19 pandemic revealed technology-based educational inequities in our system that were previously unacknowledged; and, we propose strategies that educational leaders and legislators who seek to provide equality of educational opportunity may consider in the distribution of educational resources moving forward.

Electronic communication plays a significant role in most schools and in all of our personal lives as well. The legal question of what is acceptable and what is not acceptable electronic speech for students that is constructed and delivered totally off-campus on such platforms such as Snapchat, Tic Toc, Facebook or Meta, U-Tube, and regular email, to name just a few, begs the question of when school officials may intervene and penalize students for electronic communication? With electronic communication having such a significant role in schools, a new array of legal issues has surfaced for off-campus speech. The U.S. Supreme Court in the landmark case of "Tinker v. Des Moines" and subsequent cases clarified the various parameters of appropriate student speech on campus and when school officials may take corrective action to curtail that speech. The "Mahanoy Area School District v. B.L." decision by the Supreme Court in 2021 offers some limited guidance on how student off-campus electronic speech may be contemplated by school officials. How do prospective principal candidates view off-campus posts in light of the "Mahanoy" decision?

Despite the long-term negative outcomes associated with restraining and secluding students, these practices are frequently used in schools, with disproportionate use on students with disabilities. Based on recent guidance from the U.S. Justice Department's Civil Rights Division, misusing these practices violates student rights under the Americans with Disabilities Act. This policy document aligns with research findings that seclusion and physical restraint should only be used in emergencies and only as a last resort. This article intends to provide three systems-level changes to reduce or eliminate the use of restraint and seclusion in schools: implement schoolwide positive behavior intervention and supports, support students in crisis, and include families in an ongoing collaboration process.

All students at Norwegian universities and colleges have the right to complain about ordinary grading decisions. When an appeal is made, two new examiners are appointed, at least one of whom should be external. The handling of appeals in the current system is to be blind, meaning that the examiners handling the complaint should not be aware of the original grade. It also means that they are not to receive information regarding the examiners' reasoning for the original grade or the student's reasoning for the complaint. In this article, we discuss whether the current appeal grading system with blind grading is appropriate when ordinary appeal grading is conducted by two examiners. We argue that the students' legal rights are not in conflict with the principle that good decision-making processes should be well-informed before decisions are made. We conclude that, in cases where two assessors are used for the ordinary examination, we ought to abolish the blind aspect in the current appeal grading system.

This study assesses the coherence of Canada's educational policy regime with the United Nations High Commissioner for Refugees' (UNHCR) "Refugee Education 2030" strategy. We articulate a theoretical framework that combines theories about policy coherence, policy attributes, and policy tools, which informs a two-phase methodology. First, we conducted jurisdiction-based scoping reviews of policies in Canada's 13 provinces and territories which have constitutional authority over education. This yielded a sample of 155 documents, which we then analyzed for its vertical coherence with "Refugee Education 2030." Our analysis focused on five categories of need in the UNHCR strategy with respect to refugee students, namely access to education, accelerated education, language education, mental health and psychosocial support, and special education. The findings reveal there are policies across Canada that target responses to the five categories of need. Although some policies are exemplary in their coherence with "Refugee Education 2030," Canada's refugee education policy regime is characterized by many inconsistencies and significant gaps. Policymakers in Canada could use the specific findings to develop or revise policies to address shortcomings. Researchers and policymakers in other countries who find value in our approach could replicate the study's method in their own jurisdictions, using the instruments provided in appendices to identify strengths and gaps.

This paper targets the principle of full inclusion as articulated by Article 24 of the Convention on the Rights of Persons with Disabilities and General Comment #4 through an analysis of the CRPD Committee's Concluding Observations for Poland, Germany, and Australia. We find inherent tensions and dialectical contradictions between the ideals of full inclusion embodied in Article 24 and the reluctance of the State Parties to meet the targets. To date, the obligations entailed by Article 24 have failed to retrofit education systems.

This article offers 10 tips from parents to help other parents learn how to make a difference in their child's education.