حق بر آموزش کودکان توان خواه ذهنی از منظر اسناد بین المللی حقوق بشر و حقوق ایران
محورهای موضوعی : حقوق کودکهدی سادات پرن 1 , محمد علی پورمتقی 2
1 - کارشناس ارشد حقوق بشر، دانشکده حقوق، دانشگاه مفید، قم، ایران
2 - سطح چهار حوزه علمیه، فقه و اصول، حوزه علمیه قم، قم، ایران
کلید واژه: حقوق کودک, کودکان توان خواه ذهنی, حق بر آموزش, خلأ قانونی,
چکیده مقاله :
حق بر آموزش، به عنوان یک حق بشری، از مهم رین حقوق مصرح در اسناد بین المللی و داخلی برای همه انسان ها می باشد و در اسناد بین‌المللی هم چون اعلامیه جهانی حقوق بشر و قوانین داخلی ایران مانند قانون اساسی مورد اشاره قرار گرفته است. از حساس ترین طیف های برخوردار از حق بر آموزش، کودکان توان خواه ذهنی هستند که زمینه ها و دلایل مختلفی ممکن است آنان را در رسیدن به حق خود با موانعی مواجه نماید. مسلم است که کم توانی نباید مانع برخورداری کودکان از این حق مهم بشری گردد؛ اما متاسفانه در عمل ما شاهد چالش ها و مشکلاتی در حوزه بین المللی و داخلی در ایران که مانع تحصیل و آموزش به موقع و مناسب کودکان توان خواه ذهنی می باشند، هستیم. از مهمترین مشکلات در این رابطه، خلأ قانونی و به تبع آن کاستی ها و نواقص اجرایی در نظام داخلی برای حمایت و تأمین همه جانبه حق بر آموزش در مورد کودکان توان خواه ذهنی است. در این رابطه لازم است، قانون گذار با توجه به وضعیت خاص کودکان توان خواه ذهنی، به این موضوع توجه ویژه ای مبذول دارد.
The right to education, as a human right, is one of the most important rights defined in international and domestic instruments for all human beings and is mentioned in international documents such as the Universal Declaration of Human Rights and Iran's domestic law, such as the Constitution. One of the most sensitive groups entitled to education are intellectually disabled children, who may face obstacles in achieving their rights for various reasons. It is certain that disability should not prevent children from having this important human right, but unfortunately, in practice, we are witnessing challenges and problems in the international and domestic spheres that prevent the timely and appropriate education of intellectually disabled children. One of the most important problems in this regard is the absence of required laws and, consequently, the executive deficiencies in the internal system to fully support and ensure the right to education for children with mental disabilities. Therefore, it is necessary for the legislator to pay special attention to this issue, considering the special situation of children with need of mental rehabilitation.
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