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All people should have the right to education from childhood and as a lifelong process. No one should be subjected to discrimination based on biases about whether they can benefit from receiving education or not.

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All people should have the right to education from childhood and as a lifelong process. No one should be subjected to discrimination based on biases about whether they can benefit from receiving education or not.

In the last years, Brazil's law for inclusion of people with disabilities has required that all schools provide inclusive education for people with disabilities, ending the previous ghettoization of students with disabilities in a parallel system of special schools.

But on October 1, 2020, the government adopted a decree that is a direct attack on inclusive education, establishing a national policy encouraging states and municipalities to build special segregated schools and programs for people with disabilities.

In 2018 Human Rights Watch released a report in Brazil about abuses against people with disabilities, including children, living in institutions. Among the various abuses we found was the failure to provide education to people with so-called "severe" disabilities, due to entrenched beliefs among institution leadership and staff that they would not benefit from education. Most people with disabilities living in institutions who had intellectual disabilities, but also those who were blind, deaf or had visual or hearing disabilities, were not sent to school at all.

Many people with disabilities face harsh obstacles to education and enjoyment of other rights because of beliefs and attitudes held by people around them. However, globally many people with disabilities defy those obstacles, complete their education and take part in shaping their communities. There are numerous examples of people with disabilities with high support requirements who succeeded in having an education For example, in Peru, 28-year-old Bryan Russell, who has Down syndrome, succeeded in studying communication sciences at college. In the United States, In Brazil there are also numerous examples such as Claudio Lucano Dusik, who has a PhD in education and had spinal atrophy.

Currently, all schools in Brazil have the obligation to provide high quality inclusive education for people with disabilities.

The Brazil's new decree would undermine that goal by once again establishing specialized schools (article 2, section VI) and providing for segregation of students in special classes for people with disabilities in mainstream schools (article 2, Section VII).

Such a system poses serious risks to the right to inclusive education for children with disabilities. Human Rights Watch research in countries like South Africa, Nepal, and Kazakhstan shows that when a parallel and segregated system of special education exists, it can serve as a major obstacle for inclusion of children with disabilities in mainstream education.

The decree also requires the development of criteria to identify "students who do not benefit from inclusive mainstream schools"-raising the serious concern that authorities will seek to exclude those students from mainstream schools and require them to attend special schools or classrooms, in violation of Brazilian and international law. The Convention on the Rights of Persons with Disabilities (CRPD), which in Brazil has constitutional status since August 2018, prohibits excluding people with disabilities from the general system of education (article 24.2.a).

All people with all types of disabilities (physical, sensory, intellectual, and with mental health conditions), including those with higher requirements for support (CRPD, preamble J), like deaf blind people, are entitled to access the regular system of education with the necessary adjustments and individual reasonable accommodation, as appropriate, but always within the general system.

No child should be deemed only qualified for special education or other forms of segregated education. Categorizing children as only eligible for a certain type of education is discriminatory and arbitrary. It also contradicts Brazilian law. If evaluations are to be made, they should have the purpose of determining and providing the type of support needed by people with disabilities to access mainstream schools, providing resources and instructions to school officials so that they ensure children succeed in these environments.

Brazil's Federal Government should urgently cancel this decree that promotes segregation and isolation of children with disabilities and continue to improve its education system to ensure it is more open and inclusive for all.

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No segregation of people with disabilities in schools

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All people should have the right to education from childhood and as a lifelong process. No one should be subjected to discrimination based on biases about whether they can benefit from receiving education or not.

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Disiblity rights law: ADA vs 504 vs IDEA

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Disiblity rights law: ADA vs 504 vs IDEA

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There are three main laws that address the rights of students with disabilities in public schools. This article below will explain them and show you the difference types of disability as a definition.

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Inclusion In American schools is not bad

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Inclusion In American schools is not bad

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Here is a video by Sam Berns explaining his experience briefly as a disable student in American high school.

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My philosophy for a happy life | Sam Berns | TEDxMidAtlantic

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This video takes highly about how much inclusion disable student in schools and accept them as a just a part of this world diversity of human being.

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Education for All:  Disability, Diversity and Inclusion

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Disability vs ability causes a segregation 

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Disability vs ability causes a segregation 

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In this article the World Health Organization and the World Bank estimate that one billion people experience some form of disability. Of those, it is estimated that 93 to 150 million are children. According to plan international these children are 10 times less likely to go to school than other children and when they do attend school, it is likely to be in a segregated setting.

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The World Health Organisation and the World Bank estimate that one billion people experience some form of disability. Of those, it is estimated that 93 to 150 million are children. According to Plan International these children are 10 times less likely to go to school than other children and when they do attend school, it is likely to be in a segregated setting. The Global Partnership for Education estimates that 90% of children with disabilities in low and lower-middle income countries do not go to school. In 2016 the UN reported that less than half of the world's six million refugee children were in school whilst in a report on the education of Syrian refugee children, Human Rights Watch identified that refugee children with disabilities faced particular and ongoing barriers to school enrolment.

Historically, children with disabilities have been excluded from the general education system and placed in 'special schools'. In some cases, they are separated from their families and placed in long-term residential institutions where they are educated in isolation from the community, if they are educated at all. Both practices persist in many regions, for example, Eastern Europe has the highest number of institutionalised children in the world and a child with a disability is almost 17 times more likely to be institutionalised than other children ( UNICEF, 2012).

Children with disabilities have very low rates of initial enrolment. Even if they do attend school, children with disabilities are more likely to drop out and leave school early without transitioning to secondary school and beyond ( GCE, Equal right, equal opportunity report, 2014). Children with disabilities are also at increased risk of school violence and bullying, preventing the safe enjoyment of their right to education ( UNESCO, School violence and bullying: Global status report, 2016).

These facts and figures reflect the impact of the significant ongoing barriers to education faced by many people with disabilities, which include:

lack of accessibility, both in terms of physically inaccessible school buildings and unsuitable learning materials

discrimination and prejudice which prevents people with disabilities from accessing education on equal terms to others

exclusion or segregation from mainstream school settings (also referred to as 'regular schools')

inferior quality of education, including in mainstream settings where children with disabilities have been 'integrated' into the existing non-inclusive system

Human rights law seeks to directly tackle these issues by placing obligations on states to respect, protect, and fulfil the right to education of people with disabilities, through the implementation of 'inclusive education'.

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The World Health Organisation and the World Bank estimate that one billion people experience some form of disability. Of those, it is estimated that 93 to 150 million are children. According to Plan International these children are 10 times less likely to go to school than other children and when they do attend school, it is likely to be in a segregated setting.

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Despite disability made a huge name in since and education which proves that disable people are able to reach mars and hand wrestle the black holes.

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Stephen Hawking, the world-famous theoretical physicist, has died at the age of 76.

Hawking's children, Lucy, Robert and Tim said in a statement: "We are deeply saddened that our beloved father passed away today.

"He was a great scientist and an extraordinary man whose work and legacy will live on for many years. His courage and persistence with his brilliance and humour inspired people across the world.

"He once said: 'It would not be much of a universe if it wasn't home to the people you love.' We will miss him for ever."

Tributes flow in following the death of world-famous theoretical physicist Stephen Hawking

The most recognisable scientist of our age, Hawking holds an iconic status. His genre-defining book, A Brief History of Time, has sold more than 10 million copies since its publication in 1988, and has been translated into more than 35 languages. He appeared on Star Trek: The Next Generation, The Simpsons and The Big Bang Theory. His early life was the subject of an Oscar-winning performance by Eddie Redmayne in the 2014 film The Theory of Everything. He was routinely consulted for oracular pronouncements on everything from time travel and alien life to Middle Eastern politics and nefarious robots. He had an endearing sense of humour and a daredevil attitude - relatable human traits that, combined with his seemingly superhuman mind, made Hawking eminently marketable.

But his cultural status - amplified by his disability and the media storm it invoked - often overshadowed his scientific legacy. That's a shame for the man who discovered what might prove to be the key clue to the theory of everything, advanced our understanding of space and time, helped shape the course of physics for the last four decades and whose insight continues to drive progress in fundamental physics today.

Beginning with the big bang

Hawking's research career began with disappointment. Arriving at the University of Cambridge in 1962 to begin his PhD, he was told that Fred Hoyle, his chosen supervisor, already had a full complement of students. The most famous British astrophysicist at the time, Hoyle was a magnet for the more ambitious students. Hawking didn't make the cut. Instead, he was to work with Dennis Sciama, a physicist Hawking knew nothing about. In the same year, Hawking was diagnosed with amyotrophic lateral sclerosis, a degenerative motor neurone disease that quickly robs people of the ability to voluntarily move their muscles. He was told he had two years to live.

Although Hawking's body may have weakened, his intellect stayed sharp. Two years into his PhD, he was having trouble walking and talking, but it was clear that the disease was progressing more slowly than the doctors had initially feared. Meanwhile, his engagement to Jane Wilde - with whom he later had three children, Robert, Lucy and Tim - renewed his drive to make real progress in physics.

Stephen and Lucy Hawking

James Veysey/Camera Press

Working with Sciama had its advantages. Hoyle's fame meant that he was seldom in the department, whereas Sciama was around and eager to talk. Those discussions stimulated the young Hawking to pursue his own scientific vision. Hoyle was vehemently opposed to the big bang theory (in fact, he had coined the name "big bang" in mockery). Sciama, on the other hand, was happy for Hawking to investigate the beginning of time.

Time's arrow

Hawking was studying the work of Roger Penrose, which proved that if Einstein's general theory of relativity is correct, at the heart of every black hole must be a point where space and time themselves break down - a singularity. Hawking realised that if time's arrow were reversed, the same reasoning would hold true for the universe as a whole. Under Sciama's encouragement, he worked out the maths and was able to prove it: the universe according to general relativity began in a singularity.

Hawking was well aware, however, that Einstein didn't have the last word. General relativity, which describes space and time on a large scale, doesn't take into account quantum mechanics, which describes matter's strange behaviour at much smaller scales. Some unknown "theory of everything" was needed to unite the two. For Hawking, the singularity at the universe's origin did not signal the breakdown of space and time; it signalled the need for quantum gravity.

Luckily, the link that he forged between Penrose's singularity and the singularity at the big bang provided a key clue for finding such a theory. If physicists wanted to understand the origin of the universe, Hawking had just shown them exactly where to look: a black hole.

Black holes were a subject ripe for investigation in the early 1970s. Although Karl Schwarzschild had found such objects lurking in the equations of general relativity back in 1915, theoreticians viewed them as mere mathematical anomalies and were reluctant to believe they could actually exist.

Albeit frightening, their action is reasonably straightforward: black holes have such strong gravitational fields that nothing, not even light, can escape their grip. Any matter that falls into one is forever lost to the outside world. This, however, is a dagger in the heart of thermodynamics.

Thermodynamic threat

The second law of thermodynamics is one of the most well-established laws of nature. It states that the entropy, or level of disorder in a system, always increases. The second law gives form to the observation that ice cubes will melt into a puddle, but a puddle of water will never spontaneously turn into a block of ice. All matter contains entropy, so what happens when it is dropped into a black hole? Is entropy lost along with it? If so, the total entropy of the universe goes down and black holes would violate the second law of thermodynamics.

Hawking thought that this was fine. He was happy to discard any concept that stood in the way to a deeper truth. And if that meant the second law, then so be it.

Bekenstein and breakthrough

But Hawking met his match at a 1972 physics summer school in the French ski resort of Les Houches, France. Princeton University graduate student Jacob Bekenstein thought that the second law of thermodynamics should apply to black holes too. Bekenstein had been studying the entropy problem and had reached a possible solution thanks to an earlier insight of Hawking's.

A black hole hides its singularity with a boundary known as the event horizon. Nothing that crosses the event horizon can ever return to the outside. Hawking's work had shown that the area of a black hole's event horizon never decreases over time. What's more, when matter falls into a black hole, the area of its event horizon grows.

Bekenstein realised this was key to the entropy problem. Every time a black hole swallows matter, its entropy appears to be lost, and at the same time, its event horizon grows. So, Bekenstein suggested, what if - to preserve the second law - the area of the horizon is itself a measure of entropy?

Hawking immediately disliked the idea and was angry that his own work had been used in support of a concept so flawed. With entropy comes heat, but the black hole couldn't be radiating heat - nothing can escape its pull of gravity. During a break from the lectures, Hawking got together with colleagues Brandon Carter, who also studied under Sciama, and James Bardeen, of the University of Washington, and confronted Bekenstein.

The disagreement bothered Bekenstein. "These three were senior people. I was just out of my PhD. You worry whether you are just stupid and these guys know the truth," he recalls.

Back in Cambridge, Hawking set out to prove Bekenstein wrong. Instead, he discovered the precise form of the mathematical relationship between entropy and the black hole's horizon. Rather than destroying the idea, he had confirmed it. It was Hawking's greatest breakthrough.

Hawking radiation

Hawking now embraced the idea that thermodynamics played a part in black holes. Anything that has entropy, he reasoned, also has a temperature - and anything that has a temperature can radiate.

His original mistake, Hawking realised, was in only considering general relativity, which says that nothing - no particles, no heat - can escape the grip of a black hole. That changes when quantum mechanics comes into play. According to quantum mechanics, fleeting pairs of particles and antiparticles are constantly appearing out of empty space, only to annihilate and disappear in the blink of an eye. When this happens in the vicinity of an event horizon, a particle-antiparticle pair can be separated - one falls behind the horizon while one escapes, leaving them forever unable to meet and annihilate. The orphaned particles stream away from the black hole's edge as radiation. The randomness of quantum creation becomes the randomness of heat.

"I think most physicists would agree that Hawking's greatest contribution is the prediction that black holes emit radiation," says Sean Carroll, a theoretical physicist at the California Institute of Technology. "While we still don't have experimental confirmation that Hawking's prediction is true, nearly every expert believes he was right."

Experiments to test Hawking's prediction are so difficult because the more massive a black hole is, the lower its temperature. For a large black hole - the kind astronomers can study with a telescope - the temperature of the radiation is too insignificant to measure. As Hawking himself often noted, it was for this reason that he was never awarded a Nobel Prize. Still, the prediction was enough to secure him a prime place in the annals of science, and the quantum particles that stream from the black hole's edge would forever be known as Hawking radiation.

Some have suggested that they should more appropriately be called Bekenstein-Hawking radiation, but Bekenstein himself rejects this. "The entropy of a black hole is called Bekenstein-Hawking entropy, which I think is fine. I wrote it down first, Hawking found the numerical value of the constant, so together we found the formula as it is today. The radiation was really Hawking's work. I had no idea how a black hole could radiate. Hawking brought that out very clearly. So that should be called Hawking radiation."

Theory of everything

The Bekenstein-Hawking entropy equation is the one Hawking asked to have engraved on his tombstone. It represents the ultimate mash-up of physical disciplines because it contains Newton's constant, which clearly relates to gravity; Planck's constant, which betrays quantum mechanics at play; the speed of light, the talisman of Einstein's relativity; and the Boltzmann constant, the herald of thermodynamics.

The presence of these diverse constants hinted at a theory of everything, in which all physics is unified. Furthermore, it strongly corroborated Hawking's original hunch that understanding black holes would be key in unlocking that deeper theory.

Hawking's breakthrough may have solved the entropy problem, but it raised an even more difficult problem in its wake. If black holes can radiate, they will eventually evaporate and disappear. So what happens to all the information that fell in? Does it vanish too? If so, it will violate a central tenet of quantum mechanics. On the other hand, if it escapes from the black hole, it will violate Einstein's theory of relativity. With the discovery of black hole radiation, Hawking had pit the ultimate laws of physics against one another. The black hole information loss paradox had been born.

Hawking staked his position in another ground-breaking and even more contentious paper entitled Breakdown of predictability in gravitational collapse, published in Physical Review D in 1976. He argued that when a black hole radiates away its mass, it does take all of its information with it - despite the fact that quantum mechanics expressly forbids information loss. Soon other physicists would pick sides, for or against this idea, in a debate that continues to this day. Indeed, many feel that information loss is the most pressing obstacle in understanding quantum gravity.

"Hawking's 1976 argument that black holes lose information is a towering achievement, perhaps one of the most consequential discoveries on the theoretical side of physics since the subject was invented," says Raphael Bousso of the University of California, Berkeley.

Concession

By the late 1990s, results emerging from string theory had most theoretical physicists convinced that Hawking was wrong about information loss, but Hawking, known for his stubbornness, dug in his heels. It wasn't until 2004 that he would change his mind. And he did it with flair - dramatically showing up at a conference in Dublin and announcing his updated view: black holes cannot lose information.

Today, however, a new paradox known as the firewall has thrown everything into doubt (see "Hawking's paradox", below). It is clear that the question Hawking raised is at the core of the quest for quantum gravity.

"Black hole radiation raises serious puzzles we are still working very hard to understand," says Carroll. "It's fair to say that Hawking radiation is the single biggest clue we have to the ultimate reconciliation of quantum mechanics and gravity, arguably the greatest challenge facing theoretical physics today."

Hawking's legacy, says Bousso, will be "having put his finger on the key difficulty in the search for a theory of everything".

Hawking continued pushing the boundaries of theoretical physics at a seemingly impossible pace for the rest of his life. He made important inroads towards understanding how quantum mechanics applies to the universe as a whole, leading the way in the field known as quantum cosmology. His progressive disease pushed him to tackle problems in novel ways, which contributed to his remarkable intuition for his subject. As he lost the ability to write out long, complicated equations, Hawking found new and inventive methods to solve problems in his head, usually by reimagining them in geometric form. But, like Einstein before him, Hawking never produced anything quite as revolutionary as his early work.

"Hawking's most influential work was done in the 1970s, when he was younger," says Carroll, "but that's completely standard even for physicists who aren't burdened with a debilitating neurone disease."

Hawking the superstar

In the meantime, the publication of A Brief History of Time catapulted Hawking to cultural stardom and gave a fresh face to theoretical physics. He never seemed to mind. "In front of the camera, Hawking played the character of Hawking. He seemed to play with his cultural status," says Hélène Mialet, an anthropologist from the University of California, Berkeley, who courted controversy in 2012 with the publication of her book Hawking Incorporated. In it, she investigated the way the people around Hawking helped him build and maintain his public image.

That public image undoubtedly made his life easier than it might otherwise have been. As Hawking's disease progressed, technologists gladly provided increasingly complicated machines to allow him to communicate. This, in turn, let him continue doing the thing for which he should ultimately be remembered: his science.

"Stephen Hawking has done more to advance our understanding of gravitation than anyone since Einstein," Carroll says. "He was a world-leading theoretical physicist, clearly the best in the world for his time among those working at the intersection of gravity and quantum mechanics, and he did it all in the face of a terrible disease. He is an inspirational figure, and history will certainly remember him that way."

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A brief history of Stephen Hawking: A legacy of paradox

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He was an icon for many reasons, but as we remember Stephen Hawking, his remarkable contribution to science is undoubtedly his greatest legacy