Abstract
The module starts by examining the conceptual framework of prejudicing ideologies in self and systems that lead to discrimination and exclusion of children in vulnerable situations. Among children, the prejudicing ideologies have led to discrimination and exclusion of girls, children with disability, and children of Dalits and tribal communities. Excluded children are more vulnerable to violence, abuse, exploitation and neglect. These children have rights to non-discrimination and inclusion, which is a process of identifying, understanding and breaking down barriers to their participation and belonging. This module discusses the prejudicing ideology of sexism that leads to discrimination and exclusion of girls, their rights to non-discrimination, and strategies for their inclusion. It then discusses the prejudicing ideology of ableism that leads to discrimination and exclusion of children with disability, their rights to non-discrimination, and strategies for their inclusion.
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Appendix: Summary Charts and Exercises
Appendix: Summary Charts and Exercises
Cycle of exclusion
Child rights to non-discrimination for inclusion
(Adapted from Save the Children (2009))
Gender-based violence in childhood stages
(Adapted from World Health Organisation and World Bank 2011)
Interconnected aspects of a disability
Rights of children with disabilities
(Adapted from Christoffel Blindenmission 2012)
Twin-track approach for children with disabilities
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Desai, M., Goel, S. (2018). Rights of Girls and Children with Disability to Non-discrimination and Inclusion. In: Child Rights Education for Inclusion and Protection. Rights-based Direct Practice with Children. Springer, Singapore. https://doi.org/10.1007/978-981-13-0417-0_2
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DOI: https://doi.org/10.1007/978-981-13-0417-0_2
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