3 Students with Disabilities and Childhood Protection: Analysis of Data Collecte (3/7) -- Disabilities in Haitian Schools

3 Students with Disabilities and Childhood Protection: Analysis of Data Collected in Grand’Anse Samuel Régulus et Vijonet Demero | Abstract/Rezime At-risk children benefit from some forms of protection established by the Institut du Bien-Être Social et de Recherches (IBESR) and its partners. However, the data that are analyzed and available demonstrate that public policies on child protection do not serve students with disabilities. The policies in place do not enforce children’s right to education. Disability is viewed from a biomedical point of view in terms of the health of the child, while ignoring legal and psycho-pedagogical factors associated to the child’s full development. This study examines the types of protection offered to students with disabilities in 22 schools located in the Grand’Anse department Keywords: students, disability, protection, childhood, school, rights, Grand’Anse Timoun ki nan prekarite yo jwen kèk fòm pwoteksyon bò kote Enstiti byennèt sosyal ak rechèch (IBESR) ak patnè li yo. Sistèm eskolè ayisyen an pa toujou respekte dwa edikasyon timoun sa yo nan nivo sikopedagoji. Nan atik sa a, n ap eksplore kesyon pwoteksyon timoun yo bò kote elèv ki nan sitiyasyon andikap nan 22 lekòl ki nan depatman Grandans. Mo-kle: elèv, anseyan, andikap, pwoteksyon, dwa, Grandans | Introduction Child protection is at the center of public debate and has become a concern in recent decades. It is on the agenda of many, including civil society actors, researchers (Garel, 2003; Grevot, 2010; Gilbert, 2011; Lainy, 2017) and educators. Hurricane Matthew, which ravaged the far Grand Sud of Haiti, caused natural and human damages. The human casualties characterized by loss of life, physical and moral injuries led to physical and mental impairments throughout the region. This natural disaster motivated the researchers’ interest for the study. The international agreement reached between the States on children’s rights, which was ratified and enacted by the Haitian government on 20 November 1994 requires the protection of the best interests of the child in all spheres of life. Furthermore, the Convention on the Rights of Persons with Disabilities emphasized the principle of non-discrimination of children with disabilities (Toubon & Avenard, 2017). This international convention proposed inclusion as a measure to protect the child’s right to education. It sought to produce a model of inclusive education in which all students would reach their full learning potential (Ebersold, Plaisance & Zander, 2016). This makes school principals and teachers the advocates for the rights of the students for whom they are responsible. The education model of inclusion promotes pedagogical practices that enable each learner to feel valued, confident and safe so that the “disabilities” attached to stigma are addressed in order to think and activate their capacities (The Captain, 2016). Through this article on “child protection in the department of Grand’Anse”, we will