Mundiferrum wrote:THE UNITED FEDERATION OF ALGORENIA wrote:The World Assembly,
Applauding its members' continued efforts on the promotion of human rights and social justice throughout the globe, Do we even have legislation on letting other marginalized communities receive appropriate accommodation in institutions of higher education, outside of the purview of previous civil rights or education resolutions? But reading the rest of the resolution, and the title is found to stand on shaky ground -- academia, by common parlance, does not include all students, especially those yet learning to read and write.
Concerned students with disabilities continue to encounter physical barriers to educational services, such as a lack of ramps and/or elevators in multi-level school buildings, inaccessible facilities, and/or inaccessible transportation to and from school
Troubled that accommodations for students with disabilities are often made based on budgetary considerations rather than on an assessment of the actual needs of students with disabilities.These lines make me think that although the Disability Welfare Act is a far more useful resolution than this, at its shallowest it only discusses budget, excluding employee training or infrastructure. Since it also covers, at least in part, education, wouldn't it be better to do a repeal-and-replace, with the replacement covering all bases?
DEFINES disabled, for the purposes of this resolution, as having a physical or mental condition that limits movements, senses, or activities,"Condition" is dangerously vague; infancy is a condition that limits movements and activities, as well as tardiness, senility, and being in jail. Limitations to activities, too, could be understood as direct, physical limitations as well, easily excluding those with comprehension problems, a good portion, I would imagine, of what most people would consider as "disabled".
DEFINES a disabled student, for the purposes of this resolution, as an individual who suffers from the above series of limitations and attends any academic setting where the disbursement of knowledge takes place in a class setting,What about institutions of education that do not take place in a class setting? Granted, other than certain physical education courses, apprenticeships, and schools based around debates and dialectic, I can't think of any non-class-setting methods of knowledge disbursement, but I believe the WA accommodates for those in its other education-related resolutions, and I'm sure there are plenty of examples in our more advanced members.
Noting the disenfranchisement of disabled students has the potential to cause extreme social and economic harm to member nations populations through the deterioration or degradation of social equity, for example: inhibiting the rights and socioeconomic mobility of citizens, hindering social stability by destroying or causing a decline in the image of a common national bond, and nullifying the possible economic progression by under utilizing the cultural, industrial, and scientific capital these citizens could contribute,All of this should have already been tackled before your definitions. A stylistic note, but still.
Hereby, subject to any limitations set by earlier resolutions that are still in effect, including the fact that the discrimination involving certain groups of students and other protected populations may already be covered separately by such legislation:
1. Instructs the Educational systems of all WA member nations to incorporate adequate disabled student training into their administrator and teacher training process;What does "disabled student training" mean? That all administrators and teachers be trained to handle both disabled and non-disabled students, which, although somewhat idyllic, would take, for the most part, an obscene amount of time and effort, even with more advanced methods? That all curricula be mandated to teach, not only official languages, but also sign language and braille? Or that all education systems should have institutions in place that teach the disabled (however small and underdeveloped), in which case producing no fruits at all for the majority of our member states?
2. Requires WA member nations to create necessary transportation, ramp and/ or elevator accessibility, and instructional requirements for disabled students attending academic settings and seek the proper assistance if necessary in making these accommodations;"Transportation" is vague, as noted by an earlier post. "Ramp" is itself a mode of accessibility, such that all the inclusion of the term "transportation" does is, at its most illuminating example, create a taxi service for the disabled, one that isn't even mandated for most individuals seeking education; or one that isn't mandated for all other aspects of the life of disabled individuals.
3. Requires WA member nations to earnestly enforce measures designed to stop the overt and covert discrimination and non accommodation of disabled students within their domains;Which is already covered by the fact that all nations, if this proposal is voted in, are required to enforce the earlier clauses, along with previous resolutions on education, civil rights, and the disabled.
4. Urges member nations to pass legislation promoting greater accountability in the transportation, education, and sustainment of disabled students within their own borders.Sustainment?
Against. Most of our points here have probably already been noted -- we'll read through the transcripts of the rest of the statements so far presented later. We hope this passes, though, because our diplomats can't seem to draft resolutions other than repeals.
OOC: The primary motivation of the proposer was probably getting the GA resolution author badge, which they will keep even if it is repealed.
