The CRPD was ratified in more than a decade after being first signed by Ireland and is now in force. Ireland is expected to produce its first report to the United Nations in Geneva on its implementation of the Convention in Article 33 of the Convention requires an independent mechanism to monitor the implementation, a role which will be fulfilled by the Commission. The appointments to the Disability Advisory Committee are for a three-year term and come after an open competitive process.
Research published recently by the Commission with the ESRI has shown that people with disabilities continue to experience higher levels of discrimination compared to those without. This new Disability Advisory Committee will be an important mechanism to ensure that the Irish Human Rights and Equality Commission can fulfil its mandate to hold the State to account on the rights of people with disabilities.go to site
Inclusive Education: Planning, Monitoring and Evaluation
It is established under Section 18 of the Irish Human Rights and Equality Commission Act and will have fourteen members, eleven recruited through an open public process and three Commission Members. The Disability Advisory Committee will meet at least three times and year the Committee members are appointed for a three-year period. The full listing of the eleven Members being appointed is below, including biographies provided by the Members themselves. The Irish Human Rights and Equality Commission is an independent public body, appointed by the President and directly accountable to the Oireachtas.
He passionately believes that everyone has the potential to make a valuable contribution to society. As someone born with Spina Bifida he knows how important it is that disabled people see themselves as valued members of society and hopes that the work of the DAC will help promote and develop those ideals.
Normal day-to-day activities are not defined in the Act, but in general they are things people do on a regular or daily basis, for example eating, washing, walking, reading, writing or having a conversation. Only serious visual impairments are covered by the Equality Act For example, a person whose eyesight can be corrected through the use of prescription lenses is not covered by the Act; neither is an inability to distinguish between red and green.
The same logic does not apply to hearing aids.
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If someone needs to wear a hearing aid, then they are likely to be covered by the Act. However, both hearing and visual impairments have to have a substantial adverse effect on the ability to carry out normal day-to-day activities in order for a person to be covered by the Act. Do you have an impairment, health condition or learning difference that has a substantial or long term impact on your ability to carry out day to day activities? This approach results in a loss of information regarding the nature of the impairments.
We recommend institutions allow people to select more than one impairment category in a list. This question could be supported by further questions around providing reasonable adjustments, for example:. This might for example include particular adjustments such as materials in accessible formats, or extra equipment.
HESA coding frameworks for response options differ in each nation, so it is recommended to check the links below for the response options for the nation in which your institution is based. We recommend that you break down the categories as much as possible to explore the experiences of different minority ethnic groups in more detail.
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For example, HESA do not require data on a range of white minority ethnic groups. However there may be issues specific to staff and students who identify as this, for example, Irish, Polish, other European. We acknowledge the limitations of this category, as these groups are different.
ECU has modified its recommended monitoring question for gender reassignment. Questions about gender reassignment should always be asked separately from questions about sexual orientation. Most trans people do not consider themselves to be a 'third sex', and may take offence at questions worded in this way. There are special legal provisions to ensure that data on gender identity is stored securely and this information is not passed onto third parties without express permission.
We recommend that when data concerning gender identity is collected, institutions ask for permission to store this information by including a follow-up question such as the one below:. Information about gender identity is considered sensitive personal data under the Data Protection Act. We want to make sure that we have permission to store this data for the purposes of monitoring and advancing equality and diversity in higher education. Please indicate if you give us permission to store this information and use it in this way.
Monitoring will enable universities to identify how many staff are likely to be taking maternity leave in future. It will also help the sector as a whole to better understand the impact of pregnancy on career progression. Data will also be able to ensure that the benefits, facilities and services for staff are adequate in meeting the needs of employees who are pregnant or have taken maternity leave. In terms of maternity, data from university personnel records around legally defined leave as compared to asking staff the question may not capture information for staff who have been working for an institution for under 9 months or who were pregnant or recently pregnant at recruitment stage.
Irish Human Rights and Equality Commission
Although there is no legal requirement under the Equality Act to monitor paternity leave, adoptive leave, or men taking shared parental leave, HEIs may wish to gather this information to better understand the effect that taking this leave has on career progression. Have you taken time out of your course within the past year following any of the below?
ECU has revised its suggested question for religion and belief. Do you belong to a religion, religious denomination or body? Scotland and Northern Ireland. We recommend using the response options provided in the census so you can compare the data nationally. It is also important to know when to use one strategy versus another. Ideally, children will be able to monitor the effectiveness of a particular strategy in a given situation and change strategies if necessary.
To do this, they must accurately monitor their own learning the degree to which material has been learned.
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Models of self-regulated learning provide a theoretical framework for understanding the role of metacognition in learning. These models suggest that a person begins study by setting a learning goal desired state of learning. As a person studies, she monitors how well the material has been learned. If this monitoring indicates that the goal has been reached, the person will terminate study. By contrast, if the learning goal has not been reached, the person will adjust her study e. According to this framework, accurate metacognitive monitoring is necessary for effective regulation of study, and these together contribute to more optimal learning.
Thus, if a person does not accurately monitor his current state of learning, the person may fail to regulate study effectively. For instance, if a person inaccurately assesses progress toward a learning goal, he may prematurely stop studying or may continue using a less-effective strategy when another would be more effective. Therefore, accurately monitoring learning is critical.
A number of factors affect how accurately learning is monitored and how well this information is used to regulate study. Age-related differences are perhaps most relevant to educators. The capability to monitor the effectiveness of one strategy versus another develops with age. Adults discover the utility of a strategy spontaneously by using the strategy and through experiences with tests, and they will use this information to regulate subsequent study—selecting more effective strategies.
Older children, although less accurate than adults, also monitor the utility of a particular strategy by using it and gaining feedback through tests; however, they fail to use this information to regulate study without explicit feedback regarding test performance. Young children do not appear to accurately monitor the utility of a strategy even when given an opportunity to monitor their test performance.
One approach to improving the accuracy of monitoring strategy effectiveness is to provide strategy-monitoring training. Marguerite Lodico and colleagues in trained young children to monitor their performance while using different strategies and to explain how the strategy influenced their performance. Throughout this training, the children received feedback regarding their answers.
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