The Right to Education and Inclusion in a school setting: Announcement of the 8th International Summer Course on the Rights of the Child event program

Topic(s)

Webinar event date

May 3, 2019 12:00 pm EDT

Webinar Presenters

Christian Whalen, Deputy Advocate and Senior Legal Counsel

 

Christian Whalen is a native of Fredericton and holds a Bachelor of Arts degree (1987) from Carleton University; a bachelor of law degree (1989) from the University of New Brunswick; and a diplôme d'études approfondies (1993) from l'Université Robert Schuman in Strasbourg, France. A member of the bar in Ontario and New Brunswick, Mr. Whalen worked as a lawyer in private practice and as legal counsel to the New Brunswick Human Rights Commission before joining the Office of the Ombudsman in 2005 as legal counsel. He has been responsible for systemic investigations and acted as lead investigator on several reports of the Office of Ombudsman and the Office of the Child and Youth Advocate, including Connecting the Dots, Hand-in-Hand and Staying Connected. He was also the project lead on the Office of the Child and Youth Advocate's annual State of our Children and Youth reports. He served as Acting Child and Youth Advocate for New Brunswick from April 1, 2011 to August 1, 2013. He founded and serves as secretary to the Working Group on Children’s rights in the Francophonie and is founding chair of the Canadian Bar Association’s National Sections Council Committee on Children’s Law. In 2014 he received the Children’s Rights Champion Award from the Canadian Coalition for the Rights of Children and in 2015 was awarded the John Tait Award for distinguished service as public sector counsel by the Canadian Bar Association.

 

Description

This webinar will include an overview of the 8th International Summer Course on the Rights of the Child event program, as well as a public lecture on the issues of inclusive education policy. Can an inclusive education system be defended through the rights of the child? Can the best interest of the child be invoked to emphasize the integration of the student in the regular classroom? What grounds for student exclusion in the regular classroom could be justified by a fundamental rights analysis?