?So why aren't the French ever satisfied?? ? Educational rights for Franco-Ontarians

Interchange ◽  
1978 ◽  
Vol 9 (4) ◽  
pp. 59-66
Author(s):  
Stacy Churchill
Keyword(s):  
Educational Rights ◽  
Franco Ontarians

Distractions and Defractions: Using Parental Rights to Fight Against the Educational Rights of Transgender, Nonbinary, and Gender Diverse Students

2020 ◽  
pp. 089590482098303
Author(s):  
Cris Mayo
Keyword(s):  
Healthcare Access ◽  
Self Determination ◽  
Parental Rights ◽  
Diverse Students ◽  
Educational Rights ◽  
Policy Debates ◽  
Gender Diverse ◽  
Youth Rights ◽  
And Gender ◽  
Religiously Based

In recent years, conservative advocates have obscured their transphobia by framing their concerns as religiously-based parental rights claims. They have advocated for limitations on youth rights to gender identity self-determination. This article examines policy debates over transgender-inclusive practices in schools, including conservative demands for parental notification and limitations on healthcare access for transgender youth. I suggest that schools ought to be more concerned with children’s or students’ rights to help enable diverse students to flourish and become who they are in supportive schools. This shift would move schools away from the distractions of conservative parental rights claims and re-focus them instead on the needs of students.

Issues in the Suspension and Exclusion of Disruptive Students

1988 ◽  
Vol 12 (2) ◽  
pp. 19-24 ◽  
Author(s):  
Alan Bain
Keyword(s):  
Education Policy ◽  
Service Delivery ◽  
Secondary Students ◽  
International Agreements ◽  
Disruptive Behaviour ◽  
Disruptive Students ◽  
Special Education Policy ◽  
Emotionally Handicapped ◽  
Educational Rights ◽  
Appropriate Education

This paper will address issues associated with the use of suspension and exclusion as an intervention for dealing with disruptive behaviour in schools, with a particular focus on secondary students in Western Australia. There is increasing support for the view that many of the students suspended or excluded from school for disruptive behaviour may be socially/emotionally handicapped and as such are being denied access to an appropriate education on the basis of their handicapping condition. The legal and service delivery implications of this position are discussed within the context of current Australian special education policy and international agreements pertaining to the educational rights of children.

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