The right to inclusive education 2016, para. 70
Paragraph- Paragraph text
- Inclusive education requires a support and resource system for teachers in educational institutions at all levels. This might include partnerships between neighbouring education institutions, including universities, promoting collaborative practice including team teaching, study groups, joint student assessment processes, peer support and exchange visits as well as partnerships with civil society. Parents/caregivers of students with disabilities, where appropriate, can serve as partners in the development and implementation of learning programmes, including individualized education plans. They can play a significant role in advising and supporting teachers in provision of support to individual students, but must never be a pre-requisite for admission into the education system. States parties should utilise all possible sources of support for teachers, including OPDs learners with disabilities and local community members who can contribute significantly in the form of peer mentoring, partnering and problem solving. Their involvement provides an additional resource in the classroom and also serves to build links with local communities, breaking down barriers and rendering them more responsive and sensitive to strengths and requirements of students with disabilities.
- Legal status
- Non-negotiated soft law
- Body
- Committee on the Rights of Persons with Disabilities
- Document type
- General Comment / Recommendation
- Means of adoption
- N.A.
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Year
- 2016
- Paragraph type
- Other
- Reference
- CRPD General Comment No. 4, The right to inclusive education (2016), para. 70.
- Paragraph number
- 70
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Date added
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