Die UN-Behindertenrechtskonvention auf dem Prüfstand
Potentiale einer capabilities-basierten Inklusionsperspektive für die Hilfen zur Erziehung
Benedikt Hopmann
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Benedikt Hopmann, Die UN-Behindertenrechtskonvention auf dem Prüfstand (2017), Beltz Juventa, 69469 Weinheim, ISSN: 1610-2339, 2017 #02, S.135
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Beschreibung / Abstract
Die UN-Behindertenrechtskonvention (UN-BRK) wird zunehmend als leitende Referenz für Inklusion in der aktuellen Debatte um die sogenannte ´Inklusive Lösung´ herangezogen. Dabei kodifiziert die UN-BRK Inklusion nicht nur (völker-)rechtlich, sondern erzeugt explizit oder implizit auch wirkmächtige Maßgaben für fachliche Prämissen. Mithilfe des Capabilities-Ansatzes nach Nussbaum wird dies analysiert und problematisiert. Schließlich werden Potentiale einer capabilities-basierten Inklusionsperspektive für die Hilfen zur Erziehung aufgezeigt.
Schlüsselwörter: Inklusion - UN-Behindertenrechtskonvention - Hilfen zur Erziehung - Capabilities-Ansatz
The Convention on the Rights of Persons with Disabilities (CRPD) is increasingly adapted as a significant point of reference for inclusion in the debate about the so-called ´inclusive solution´. The CRPD does not only codify inclusion according to (inter-)national law, but also generates implicit or explicit powerful measures for professional assumptions. Using Nussbaum´s capabilities approach, this is analysed and problematised. Finally, potentials of a capabilities-based perspective of inclusion are pointed out for educational support by welfare services.
Keywords: Inclusion - UN Convention on the Rights of Persons with Disabilities - Educational Support by Welfare Services - Capabilities Approach
Schlüsselwörter: Inklusion - UN-Behindertenrechtskonvention - Hilfen zur Erziehung - Capabilities-Ansatz
The Convention on the Rights of Persons with Disabilities (CRPD) is increasingly adapted as a significant point of reference for inclusion in the debate about the so-called ´inclusive solution´. The CRPD does not only codify inclusion according to (inter-)national law, but also generates implicit or explicit powerful measures for professional assumptions. Using Nussbaum´s capabilities approach, this is analysed and problematised. Finally, potentials of a capabilities-based perspective of inclusion are pointed out for educational support by welfare services.
Keywords: Inclusion - UN Convention on the Rights of Persons with Disabilities - Educational Support by Welfare Services - Capabilities Approach