A/HRC/RES/40/14 Inclusive education for children with disabilities 18. Calls upon States to respect, protect and fulfil the right to education for all children with disabilities, including with regard to its availability, accessibility, acceptability, adaptability, quality and inclusiveness; 19. Also calls upon States to take all steps necessary to ensure an inclusive, quality education system, including by developing and implementing a comprehensive and coordinated legislative and policy framework that takes into account the rights, requirements and varying needs of children with disabilities at all levels and promotes lifelong learning opportunities for the full development of their potential and sense of dignity and self-worth, the strengthening of respect for their human rights, fundamental freedoms and human diversity, and the development of their personality, skills, talents and creativity, as well as their mental and physical abilities, to their fullest potential, thus enabling children with disabilities to participate effectively and freely in a free society and fostering the sense of belonging to a community; 20. Further calls upon States to ensure, consistent with their obligations under international law, that they take reasonable, appropriate and effective measures to ensure that children with disabilities are not excluded from the general education system on the basis of disability, that they can access an inclusive, quality and free primary and secondary education on an equal basis with other children and in the communities in which they live, and that they are able to access tertiary education and vocational training without discrimination, and to foster knowledge and skills to facilitate the transition to the labour market and opportunities for professional growth; 21. Calls upon States to promote early childhood interventions, development, care and pre-primary education to strengthen the capacity of children with disabilities to benefit from inclusive and quality education, promoting their enrolment and attendance, and to prevent the risk of discrimination, marginalization, stigmatization and violence; 22. Also calls upon States to include within the general education system, at all levels, the support required by children with disabilities to facilitate their effective education, including the development of inclusive curricula and effective individualized support measures in environments that maximize academic and social development, consistent with the goal of full inclusion, and ensure that reasonable accommodation is provided, taking into account the individual’s requirements; 23. Urges States to take appropriate measures to enable children with disabilities to learn life and social-development skills, including through peer support, to facilitate their full and equal participation in education and as members of the community, ensuring that education for children who are autistic, blind, deaf or deafblind is delivered in the most appropriate language and mode and means of communication for the individual, including by facilitating the learning of Braille and other means and formats of communication, the learning of orientation and mobility skills, the use of information and communications technology, including assistive technologies, the learning of sign language and the promotion of the linguistic identity of the deaf community, in environments that maximize academic, social and personal development; 24. Also urges States to take appropriate measures to train teachers and other professionals and staff at all educational levels in the development of the core competencies, qualifications and values necessary for working in an inclusive education environment, as well as in the use of sign language and/or Braille, to incorporate in such training disability awareness and the use of appropriate means and formats of communication, educational techniques and materials to support children with disabilities, including by developing inclusive university curricula for all future teachers, and to recruit more teachers with disabilities; 25. Calls upon States, in line with their commitments under the 2030 Agenda for Sustainable Development to leave no one behind, to take immediate and effective steps to eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for all children at risk of being left behind, including children with disabilities, as well as to build and upgrade education, water, sanitation and hygiene 5