A/HRC/RES/40/14 Welcoming also the attention paid by the special procedures of the Human Rights Council to the rights of the child in the context of their respective mandates, in particular the work of the Special Rapporteur on the sale and sexual exploitation of children, including child prostitution, child pornography and other child sexual abuse material, the Special Rapporteur on the rights of persons with disabilities and the Independent Expert on the enjoyment of human rights by persons with albinism, as well as the work of the Special Representative of the Secretary-General on Violence against Children and the Special Representative of the Secretary-General for Children and Armed conflict, and taking note of their most recent reports submitted to the Council,1 Recalling General Assembly resolution 70/1 of 25 September 2015, entitled “Transforming our world: the 2030 Agenda for Sustainable Development”, in which the Assembly adopted a comprehensive, far-reaching, indivisible and people-centred set of universal and transformative Sustainable Development Goals and targets, and the commitment to achieving sustainable development in its three dimensions – economic, social and environmental – in a balanced and integrated manner and to realizing the human rights of all, leaving no one behind and reaching those furthest behind first, and recognizing that achieving the Sustainable Development Goals will contribute to the realization of the rights of the child, including children with disabilities, Recognizing that global estimates for the number of children with disabilities range from 93 million to 150 million, and deeply concerned about barriers that impede access to inclusive education for children with disabilities and that a significant percentage are either out of school or in school but not learning properly owing to a lack of access to accessible learning materials, inclusive curricula, teacher support and assistive devices, making children with disabilities, especially girls with disabilities, one of the most marginalized and excluded groups with regard to education, Noting that children with disabilities include those who have long-term physical, mental, intellectual or sensory impairments, which in interaction with various social, legal, structural, financial, cultural, attitudinal and environmental barriers may hinder their full and effective participation in society on an equal basis with other children, and reaffirming that disability is a social construct and that impairments must not be taken as a legitimate ground for denial or restriction of human rights, Concerned that the majority of persons with disabilities, including children with disabilities, live in conditions of poverty and inequity, and recognizing the critical need to address the negative impact of poverty on those children, Concerned also that children with disabilities, in particular girls with disabilities, are often at greater risk, both within and outside the home, including in institutions, of stigmatization, discrimination or exclusion and are disproportionally subjected to violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual and gender-based violence, Reaffirming that the child, for the full and harmonious development of his or her personality, should grow up in a family environment, that the best interests of the child shall be the guiding principle of those responsible for his or her nurture and protection, and that families’ and caregivers’ capacities to provide the child with care and a safe environment should be promoted, Deeply concerned that children with disabilities are particularly vulnerable to institutionalization on the basis of impairment, and are separated from their families and placed in institutions, 1. Welcomes the report of the United Nations High Commissioner for Human Rights on empowering children with disabilities, including through inclusive education;2 1 2 2 A/HRC/40/51, A/HRC/40/54, A/HRC/40/62, A/HRC/40/50, A/HRC/40/49. A/HRC/40/27.

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