A/HRC/RES/25/20
Recognizing that progress has been made, yet deeply concerned that many persons
with disabilities in all regions continue to face significant obstacles in exercising their right
to education without discrimination and on the basis of equal opportunity,
Deeply concerned at the violence, stigmatization and discrimination faced by
persons with disabilities, which leads to their exclusion and hinders and often prevents their
access to education,
Deeply concerned also that girls and women of all ages with disabilities are subject
to multiple, aggravated or intersecting forms of discrimination, including in the context of
realizing their right to education without discrimination and on the basis of equal
opportunity,
Emphasizing that the equal realization of the right to education of persons with
disabilities is fundamental for their social and economic inclusion and full participation in
society,
Acknowledging that inclusive education benefits all children and society by
celebrating diversity, promoting equality and participation for all and countering exclusion,
stigmatization and discrimination,
Recognizing the need to build awareness among all persons, including persons with
disabilities, their families, teachers, social workers, students, communities and all those
involved in education systems, of the right of persons with disabilities to education without
discrimination and on the basis of equal opportunity,
Concerned at the lack of data, research and statistics on the education of persons
with disabilities, including women and indigenous persons, and its negative impact on
effective and equitable policymaking,
Welcoming the high-level meeting of the General Assembly held on 23 September
2013 on disability and development and its outcome document,1 in which the Assembly
stressed the importance of ensuring accessibility for and inclusion of persons with
disabilities in all aspects of development, and encouraged the international community to
seize every opportunity to include disability as a cross-cutting issue in the global
development agenda, to give due consideration to all persons with disabilities in the
emerging post-2015 development agenda of the United Nations, with a view to enhancing
cooperation, and to provide relevant technical assistance to Member States upon their
request,
Reaffirming the commitment in the above-mentioned outcome document to
recognize, inter alia, the right to education on the basis of equal opportunity and nondiscrimination by ensuring that all children have equal opportunity for access to an
inclusive education system of good quality, and notes the recognition in the outcome
document that promoting access to inclusive education systems supports equal access to
full and productive employment and decent work on the same terms,
Recognizing the need to strengthen further the process of developing inclusive
education systems, including by giving due consideration to inclusive education in the
process of the elaboration of the post-2015 development agenda,
Underlining the importance of consulting closely with and actively involving
persons with disabilities and their representative organizations in the process of the
elaboration of the emerging post-2015 development agenda of the United Nations,
1
2
General Assembly resolution 68/3.