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Title | Date added | Template | Original document | Paragraph text | Body | Document type | Thematics | Topic(s) | Person(s) affected | Year |
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Outcome document of the high-level meeting of the General Assembly on the realization of the Millennium Development Goals and other internationally agreed development goals for persons with disabilities: the way forward, a disability- inclusive development agenda towards 2015 and beyond (2014), para. 19 | Feb 25, 2020 | Paragraph | (j) Strengthen and support, in coordination with academic institutions and other relevant stakeholders, research to promote knowledge and understanding of disability and development, and adequately and efficiently allocate resources in this regard; |
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Rights of the child (2008), para. 030 | Feb 25, 2020 | Paragraph | 12. Also calls upon States to take the necessary measures to ensure the full and equal enjoyment of all human rights and fundamental freedoms by children with disabilities in both the public and the private spheres, including access to good quality education and health care and protection from violence, abuse and neglect, and to develop and, where it already exists, to enforce legislation to prohibit discrimination against them in order to ensure their inherent dignity, promote their self-reliance and facilitate their active participation and integration in the community, taking into account the particularly difficult situation of children with disabilities living in poverty; |
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Rights of the child: empowering children with disabilities for the enjoyment of their human rights, including through inclusive education (2019), para. 38 | Feb 25, 2020 | Paragraph | 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 life- long 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; |
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Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2020), para. 043 | Feb 25, 2020 | Paragraph | 9. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, quality education for all and health care, eliminate discrimination, increase the participation and integration of social groups, particularly young people, older persons and persons with disabilities, noting the role of sports in this regard, and address the challenges posed to social development by globalization and market-driven reforms in order for all people in all countries to benefit from globalization; |
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Implementation of the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto: situation of women and girls with disabilities (2018), para. 31 | Feb 25, 2020 | Paragraph | 12. Also calls upon States to develop policies and measures that promote access to education for persons with disabilities and to strengthen education systems that are fully inclusive of girls with disabilities to reduce the risk of social exclusion and poverty, which could have long-term implications for their capacity and opportunity to participate in labour markets; |
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Promoting social integration through social inclusion (2020), para. 40 | Feb 25, 2020 | Paragraph | 5. Stresses the importance of promoting inclusive and equitable quality education that is age-, disability- and gender-sensitive, as well as lifelong learning opportunities for all, especially for children, women, youth, persons with disabilities, older persons, migrants, indigenous peoples and persons belonging to national or ethnic, religious and linguistic minorities, and of skills development and quality training as essential means for inclusive participation and integration in society; |
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Rights of the child (2006), para. 044 | Feb 25, 2020 | Paragraph | 20. Also calls upon States to take the necessary measures to ensure the full and equal enjoyment of all human rights and fundamental freedoms by children with disabilities in both the public and the private spheres, including access to good quality education and health care and protection from violence, abuse and neglect, and to develop and, where it already exists, to enforce legislation to prohibit discrimination against them in order to ensure their inherent dignity, promote their self-reliance and facilitate their active participation and integration in the community, taking into account the particularly difficult situation of children with disabilities living in poverty; |
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United Nations Literacy Decade: education for all (2011), para. 25 | Feb 25, 2020 | Paragraph | 8. Appeals to all Governments to develop reliable literacy data and information and more inclusive policymaking environments and to devise innovative strategies for reaching the groups disproportionately affected by illiteracy, in particular the poor and those living in the most vulnerable situations, including persons with disabilities, and for seeking alternative formal and non-formal approaches to learning with a view to achieving the goals of the Decade; |
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Women in development (2016), para. 84 | Feb 25, 2020 | Paragraph | 50. Encourages Governments and all sectors of society to take sustainable measures to ensure equal access to full and productive employment and decent work on an equal basis and without discrimination against persons with disa bilities, including by promoting access to inclusive education systems, skills development and vocational and entrepreneurial training, in order to enable persons with disabilities to attain and maintain maximum independence, as noted in the Convention on the Rights of Persons with Disabilities 32 as well as in the outcome document of the high-level meeting of the General Assembly on the realization of the Millennium Development Goals and other internationally agreed development goals for persons with disabilities: the way forward, a disability-inclusive development agenda towards 2015 and beyond, 21 and notes the need to strengthen efforts aimed at addressing the rights and needs of women and children with disabilities; |
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United Nations common system: report of the International Civil Service Commission (2016), para. 67 | Feb 25, 2020 | Paragraph | 35. Also decides that the current scheme of the special education grant for children with disabilities shall continue to apply after the introduction of the revised regular education grant scheme, subject to the overall global ceiling equal to the upper limit of the sliding scale plus the amount equivalent to the boarding lump sum under the regular education grant scheme; |
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Improving global road safety (2010), para. 27 | Feb 25, 2020 | Paragraph | 6. Calls upon Member States to implement road safety activities, particularly in the areas of road safety management, road infrastructure, vehicle safety, road user behaviour, including distractions in traffic, road safety education and post-crash care, including rehabilitation for people with disabilities, based on the plan of action; |
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Policies and programmes involving youth: youth in the global economy – promoting youth participation in social and economic development (2008), para. 025 | Feb 25, 2020 | Paragraph | (i) To recognize the rights of young persons with disabilities to education without discrimination and on the basis of equal opportunity, including by ensuring an inclusive education system at all levels and lifelong learning, and to work, on an equal basis with others; |
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Rights of the child: empowering children with disabilities for the enjoyment of their human rights, including through inclusive education (2019), para. 39 | Feb 25, 2020 | Paragraph | 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; |
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Inclusive development for persons with disabilities (2017), para. 19 | Feb 25, 2020 | Paragraph | Stressing the need for capacity development efforts aimed at empowering persons with disabilities and their representative organizations to ensure equal access to full and productive employment and decent work on an equal basis and without discrimination to persons with disabilities, including by promoting access to inclusive education systems, skills development, volunteering opportunities and vocational and entrepreneurial training in order to enable persons with disabilities to attain and maintain maximum independence, |
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United Nations common system: report of the International Civil Service Commission (2016), para. 69 | Feb 25, 2020 | Paragraph | 37. Decides that, for boarding assistance under the special education grant for children with disabilities, actual expenses should be used in the calculation of the total admissible expenses for reimbursement, up to the overall grant ceiling equal to the upper limit of the top bracket of the global sliding scale plus the amount of 5,000 dollars, equivalent to the boarding lump sum paid under the regular education grant scheme; |
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Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 30 | Feb 25, 2020 | Paragraph | 5. Calls upon all States to ensure an inclusive education system at all levels and lifelong learning, as well as to promote vocational training and skills development programmes for persons with autism, in accordance with the Convention on the Rights of Persons with Disabilities 4 and other local, national and regional policies; |
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Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2008), para. 29 | Feb 25, 2020 | Paragraph | 19. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, education for all and health care, increase the participation and integration of social groups, particularly youth, older persons and persons with disabilities, and address the challenges posed by globalization and market-driven reforms to social development in order for all people in all countries to benefit from globalization; |
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Rights of the child: empowering children with disabilities for the enjoyment of their human rights, including through inclusive education (2019), para. 43 | Feb 25, 2020 | Paragraph | 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; |
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Rights of the child: empowering children with disabilities for the enjoyment of their human rights, including through inclusive education (2019), para. 48 | Feb 25, 2020 | Paragraph | 29. Also calls upon States to promote partnerships with teachers’, students’ and parents’ associations, organizations of children with disabilities, sports organizations and other school support groups, and the involvement of children with disabilities, in accordance with their age and maturity, of parents, of caregivers and of the community, including, as appropriate, in all aspects of planning, implementation, monitoring and evaluation of inclusive education policies; |
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Promoting social integration through social inclusion (2018), para. 31 | Feb 25, 2020 | Paragraph | 4. Stresses the importance of promoting inclusive and equitable quality education and lifelong learning opportunities for all, especially for older persons and persons with disabilities, and of skills development and quality training, as essential means for inclusive participation and integration in society; |
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The right to education: follow-up to Human Rights Council resolution 8/4 (2017), para. 35 | Feb 25, 2020 | Paragraph | 13. Calls upon States to take all necessary measures, including sufficient budgetary allocations, to ensure inclusive, equitable and non-discriminatory quality education, and to promote learning opportunities for all, paying particular attention to girls, marginalized children, older persons, persons with disabilities and persons with low qualifications; |
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Inclusive development for and with persons with disabilities (2019), para. 40 | Feb 25, 2020 | Paragraph | 9. Encourages Member States, the United Nations system and other stakeholders to foster cooperation and to further improve coordination among existing international processes and instruments in order to advance a disability-inclusive global agenda and to facilitate cross-learning and the sharing of information, practices, tools and resources that are inclusive of and accessible to persons with disabilities; |
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Implementation of the outcome of the World Summit for Social Development and of the twenty-fourth special session of the General Assembly (2015), para. 59 | Feb 25, 2020 | Paragraph | 35. Reaffirms that social integration policies should seek to reduce inequalities, promote access to basic social services, education for all and health care, eliminate discrimination, increase the participation and integration of social groups, particularly young people, older persons and persons with disabilities and address the challenges posed to social development by globalization and market driven reforms in order for all people in all countries to benefit from globalization; |
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Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 14 | Feb 25, 2020 | Paragraph | Recalling that early diagnosis, appropriate research and effective interventions are vital to the growth and development of the individual, and emphasizing that early intervention is crucial for addressing the needs of the individual with autism spectrum disorders, developmental disorders and associated disabilities, thus improving the opportunities to live a quality life with the ability to participate in the greater community and increasing the likelihood that an individual will need lower levels of support later in life, |
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Literacy for life: shaping future agendas (2015), para. 13 | Feb 25, 2020 | Paragraph | Concerned that, according to the United Nations Educational, Scientific and Cultural Organization, one third of the children not attending school are children with disabilities and that the literacy rate among adults with disabilities is as low as 3 per cent in some countries, |
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World Programme for Human Rights Education: adoption of the plan of action for the fourth phase (2019), para. 22 | Feb 25, 2020 | Paragraph | 12. Also decides to convene at its forty-eighth session a high-level panel discussion to mark the tenth anniversary of the United Nations Declaration on Human Rights Education and Training on the theme “The tenth anniversary of the United Nations Declaration on Human Rights Education and Training: good practices, challenges and the way forward”, decides further that the discussion will be fully accessible to persons with disabilities, and requests the Office of the High Commissioner to prepare a summary report of the discussion and to submit it to the Human Rights Council by its forty-ninth session. |
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Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 22 | Feb 25, 2020 | Paragraph | 2. Recognizes that, in order to develop and implement feasible, effective and sustainable intervention programmes for addressing autism spectrum disorders, developmental disorders and associated disabilities, an innovative, integrated approach would benefit from a focus, inter alia, on: |
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The rights of the child (1999), para. 34 | Feb 25, 2020 | Paragraph | 4. Also calls upon all States to promote for children with disabilities a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the child’s active participation in the community, including effective access to education and health services; |
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Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities (2013), para. 31 | Feb 25, 2020 | Paragraph | 6. Also calls upon all States to enable persons with autism spectrum disorders, developmental disorders and associated disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community; |
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Strengthening the role of the United Nations in enhancing periodic and genuine elections and the promotion of democratization (2020), para. 23 | Feb 25, 2020 | Paragraph | Recognizing the need to strengthen democratic processes, electoral institutions and national capacity-building in requesting countries, including the capacity to administer fair elections, promote voter education, the development of electora l expertise and technology and the participation of women on equal terms with men, take all appropriate measures to ensure the effective and full participation of all persons with disabilities on an equal basis with others, increase citizen participation and provide civic education, including to youth, in requesting countries in order to consolidate and regularize the achievements of previous elections and support subsequent elections, |
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