INCLUSION AND THE RIGHT TO EDUCATION: ARTICLE 24 OF THE CRPD UN HQ, New York, 2nd September Ana Peláez Narváez, Vice-Chairperson, CRPD Committee.

INCLUSIVE EDUCATION Concept developed from new human rights paradigm Person-centered pedagogy Diversity should be embraced as an opportunity to enrich learning for all Measures to combat discriminatory attitudes

EducationInclusion Inclusive education General principles of the CRPD (Article 3)

APPLYING THE EIGHT CRPD GENERAL PRINCIPLES (Article 3)

ARTICLE 3 (A) Respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and independence of persons -Ensure students with disabilities are free to select the education processes they wish to access and respect their choice -Deliver the necessary reasonable accommodation

ARTICLE 3 (B) Non-discrimination -Establish the CRPD as the guiding principle and key reference instrument for legislation, policies and public authority practises and decision-making -Review current legislation to ensure proper accommodation to the concept of inclusive education, as set out in the CRPD

ARTICLE 3 (C) Full and effective participation and inclusion in society -Gradual inclusion of special education schools into the inclusive education model -Special education schools should become resource and support centres to deliver successful education for students with disabilities in mainstream settings -Ensure the principle of normal access to the mainstream education system for students with disabilities, without discrimination or segregation on the grounds of disability

ARTICLE 3 (D) Respect for difference and acceptance of persons with disabilities as part of human diversity and Humanity -Ensure teachers and other teaching staff are given suitable training to address the needs of students with disabilities -Schools and education centres to put in place a diversity policy which forms part of their quality indicators and promotes the principle of equality -Suitable recognition for sign language and regulation of support for those who use alternative and augmentative communication methods

ARTICLE 3 (E) Equality of opportunity - Grants and other economic support to be made available on equal terms to students with disabilities, regardless of type or degree of disability

ARTICLE 3 (F) Accessibility -Include the principles of universal accessibility and design for all in teaching, learning and assessment processes -Include the principles of universal accessibility and design for all in teaching materials and new technologies -Include the principles of universal accessibility and design for all in teacher training -Include the principles of universal accessibility and design for all in university degrees -Adapt new technologies to incorporate the principles of universal accessibility and design for all to deliver equal access to information, communication and knowledge to students with disabilities

ARTICLE 3 (G) Equality between men and women -Take into account the differences in access, continuance and evolution in education of girls and women with disabilities with respect to their non- disabled peers

ARTICLE 3 (H) Respect for the evolving capacities of children with disabilities and respect for the right of children with disabilities to preserve their identities -Early detection of specific support needs to ensure each student with disabilities receives the support he/she requires as early as possible -Adequate co-ordination among teaching staff and support staff to enable a smooth transition between different stages of the education process

MEASURES TO ACHIEVE INCLUSIVE EDUCATION

-LEGISLATIVE MEASURES -POLITICAL MEASURES -ECONOMIC MEASURES

LEGISLATION Recognise inclusive education as a lifelong right Identify minimum standards in relation to the right to education: - Accesibility (built environment, communication, information, tecnology, social, economic) - Early detection and intervention - Promote common curriculum development - Education on human rights - Training of teachers and school administrators - Individual support - Linking all areas of education reform to ensure consistency Identify minimum standards in relation to the underlying determinants of the right to education: - Participation of persons with disabilities, families, civil society and community

POLICIES Ensure a transition plan is in place Identify duty-bearers and their responsabilities Establish participatory mechanisms Establish monitoring and evaluation mechanisms

ECONOMIC Identification and delivery of resources: - Allocation of adequate and sustainable resources - International support where there is a lack of resources or know-how

MAIN OBSTACLES TO SECURING INCLUSIVE EDUCATION

-SOCIETAL OBSTACLES -OBSTACLES IN EDUCATION POLICIES -OBSTACLES IN SCHOOLS AND OTHER EDUCATION CENTRES

SOCIETAL OBSTACLES Existing negative attitudes and values regarding persons with disabilities Girls and women with disabilities underestimated Lack of knowledge and recognition regarding disability diversity

OBSTACLES IN EDUCATION POLICIES True political will lacking Wide gap between legislative framework and available resources Resource constraints Inadequate attention to the education needs of students with disabilities in mainstream systems Lack of positive action measures aimed at groups at risk of exclusion Policies fail to reach rural areas Policy inconsistency in decentralised states

OBSTACLES IN SCHOOLS AND OTHER EDUCATION CENTRES Educators possess inadequate skills Inaccessibility Lack of reasonable accommmodation Extremely limited and inadequate resources

HOW THE UN SYSTEM CAN FACILITATE THE PROPER IMPLEMENTATION OF ARTICLE 24

FACILITATING THE PROPER IMPLEMENTATION OF ARTICLE 24 Ensure States Parties receive UN support to develop inclusive education policies Include the issue of inclusive education in UN and UN- members’ international co-operation strategies Secure special funding to favour transition from special to inclusive education Establish inclusive education and lifelong learning for girls and women with disabilities as one of the UN priorities in gender equality policies.

THANK YOU FOR YOUR ATTENTION