The purpose of this thesis is to examine the relationship between disability and the notions of citizenship, human rights and education. It aims to analyse the UK watershed 1978 Warnock Report on special education and its application and relate them to models of disability, citizenship and UN human rights law. Education in England serves as a case study to show how these models are expressed in theory and practice and their implication for full citizenship for disabled people. There are eight chapters in this thesis. Chapter One is the introduction and discusses the scope of this thesis. Chapter Two examines the medical and social models of disability. Chapter Three discusses the classical and modern notions of citizenship as they relate to disability. Chapter Four compares citizenship and human rights concepts and the application of UN human rights law prior to 2006 in relation to disability. Chapter Five examines the 2006 United Nation Convention on the Rights of People with Disabilities (CRPD) legislation in detail. Chapters Six and Seven discuss the Warnock Reports of 1978 and 2005 in relation to models of disability and citizenship. Chapter Eight is the conclusion. These chapters collectively examine the notion of classical and modern citizenship and their consideration of disability; the role of human rights in promoting disability and attempt to show their strengths and weaknesses in relation to education for the disabled. The thesis seeks to establish whether models of disability, citizenship and human rights are adequate in providing full citizenship for disabled people. To do so the thesis examines models of disability, notions of citizenship and human rights legislation and whether the UN sponsored CRPD is a superior way forward for gaining recognition for disabled people rights as full citizens. This thesis concludes with the view that disabled people have progressed in achieving rights of inclusive citizenship, but that the medical, social, political and legislative responses remain flawed. Disabled people‘s right to full inclusivity in both educational levels and throughout society remain
Permanent link to this resource: https://doi.org/10.24384/c923-wh92
Alteraifi, Rihab
Supervisors: Browning, Gary; Boulton, Mary; Huggins, Richard
Faculty of Humanities and Social SciencesDepartment of Social Sciences
Year: 2013
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