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The right to inclusive education 2016, para. 4a
- Paragraph text
- [Barriers that impede access to inclusive education for persons with disabilities can be attributed to multiple factors, including:] the failure to understand or implement the human rights model of disability, in which barriers within the community and society, rather than personal impairments, exclude persons with disabilities;
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 4b
- Paragraph text
- [Barriers that impede access to inclusive education for persons with disabilities can be attributed to multiple factors, including:] persistent discrimination against persons with disabilities, compounded by the isolation of those still living in long-term residential institutions, and low expectations about those in mainstream settings, allowing prejudices and fear to escalate and remain unchallenged;
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 12a
- Paragraph text
- [The core features of inclusive education are:] Whole systems approach: education ministries must ensure that all resources are invested toward advancing inclusive education, and toward introducing and embedding the necessary changes in institutional culture, policies and practices.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 40 cont.
- Paragraph text
- States parties must adopt and implement a national educational strategy which includes provision of education at all levels for all learners, on the basis of inclusion and equality of opportunity. The educational objectives elaborated in article 24, paragraph 1, place equivalent obligations on States parties and must therefore be regarded on a comparable basis of immediacy.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- All
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 9
- Paragraph text
- Article 6 is a binding non-discrimination and equality provision that unequivocally outlaws discrimination against women with disabilities and promotes equality of opportunity and equality of outcomes. Women and girls with disabilities are more likely to be discriminated against than men and boys with disabilities and the larger population of women and girls.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Personas afectadas
- Boys
- Girls
- Men
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 3
- Paragraph text
- However, despite progress achieved, the Committee on the Rights of Persons with Disabilities (herein after: the Committee) is concerned that profound challenges persist. Many millions of persons with disabilities continue to be denied a right to education, and for many more, education is available only in settings where they are isolated from their peers and receive an inferior quality of provision.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 54
- Paragraph text
- Quality inclusive education must provide persons with disabilities with preparation for work life through the foundation of the knowledge, skills and confidence necessary for participation in the open labour market and in an open, inclusive and accessible work environment (article 27).
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Economic Rights
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 17
- Paragraph text
- Discrimination against women and girls with disabilities can take many forms of discrimination: direct or indirect discrimination, discrimination by association, denial of reasonable accommodation, structural and systemic discrimination. Irrespective of the form it takes, the impact of discrimination violates the rights of women with disabilities.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 57
- Paragraph text
- The Committee has identified a number of consistent challenges facing States parties in the implementation of Article 24. The following measures need to be addressed at the national level in order to implement and sustain an inclusive education system for all persons with disabilities:
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 17b
- Paragraph text
- Indirect discrimination means that law, policies or practices appear neutral at face value, but have a disproportionate negative impact on women with disabilities. For example, healthcare facilities may appear neutral, but do not include accessible examination beds for gynaecological screening.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Health
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 4d
- Paragraph text
- [Barriers that impede access to inclusive education for persons with disabilities can be attributed to multiple factors, including:] lack of disaggregated data and research, necessary for accountability and program development, impeding the development of effective policies and interventions to promote inclusive and quality education;
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 20
- Paragraph text
- Availability: Public and private educational institutions and programmes must be available in sufficient quantity and quality. States parties must guarantee a broad availability of educational places for learners with disabilities at all levels throughout the community.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 1
- Paragraph text
- The present draft was prepared by the Committee on the Rights of Persons with Disabilities in accordance with rule 47 of its rules of procedure, which states that the Committee may prepare general comments based on the various articles and provisions of the Convention with a view to assisting States parties in fulfilling their reporting obligations, as well as paragraphs 54-57 of its working methods.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Governance & Rule of Law
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 19
- Paragraph text
- Article 6 paragraph 2 addresses the development, advancement and empowerment of women. It assumes that women can be ensured the rights designated in the Convention if States parties strive to achieve and promote these goals with appropriate means, and in all of the fields addressed by the Convention.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Gender
- Governance & Rule of Law
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 17c
- Paragraph text
- Discrimination by association applies where discrimination can occur based on association with a person with a disability. For example often the association is made for women in a caregiver role. For example, a mother of a child with a disability may be discriminated against by a potential employer due to the fear of the employer that she will be a less engaged/available worker because of her child.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Personas afectadas
- Children
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 24
- Paragraph text
- State parties to the Convention have an obligation to respect, to protect and to fulfil the rights of women with disabilities under article 6 and all other substantive provisions in order to guarantee them the enjoyment and exercise of all human rights and fundamental freedoms. These duties imply the undertaking of legal, political, administrative, educational and other measures.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 34
- Paragraph text
- Women with disabilities may be targeted for economic exploitation because of their impairment, which can in turn expose them to further violence. For example, women with physical or visible impairments can be trafficked into forced begging because it is believed they may have a stronger impact on public sympathy .
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Violence
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 22
- Paragraph text
- Advancement and empowerment of women with disabilities goes beyond the goal of development in so far as measures must also target the improvement of the situation of women with disabilities throughout their lifespan. It is not enough to recognize women with disabilities in development measures rather, they must also be able to participate in and contribute to society.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 33
- Paragraph text
- Sexual violence against women with disabilities includes rape . Sexual abuse occurs in all scenarios within both state and non-state institutions, within the family or the community . Some women with disabilities, in particular, deaf and deafblind women , and women with intellectual disabilities, may be further at risk of violence and abuse because of their isolation, dependency or oppression.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Violence
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 28c
- Paragraph text
- [The cross-cutting nature of article 6 inextricably links it to all other substantive provisions of the Convention. In addition to the articles that have an explicit reference to sex and/or gender, the rights of women with disabilities under article 6 are particularly interrelated with the following provisions:] Spheres of discrimination against women with disabilities in other relevant articles.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Gender
- Governance & Rule of Law
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 28a
- Paragraph text
- [The cross-cutting nature of article 6 inextricably links it to all other substantive provisions of the Convention. In addition to the articles that have an explicit reference to sex and/or gender, the rights of women with disabilities under article 6 are particularly interrelated with the following provisions:] Violence against women with disabilities (art. 16);
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Gender
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 28b
- Paragraph text
- [The cross-cutting nature of article 6 inextricably links it to all other substantive provisions of the Convention. In addition to the articles that have an explicit reference to sex and/or gender, the rights of women with disabilities under article 6 are particularly interrelated with the following provisions:] Sexual and reproductive health and rights, including respect for home and the family (art. 25 and 23);
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Health
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 42
- Paragraph text
- Healthcare facilities and equipment, including mammogram machines and gynaecological examination beds, are often physically inaccessible for women with disabilities . Safe transport for women with disabilities to attend healthcare facilities or screening programmes may be unavailable, unaffordable or inaccessible.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Health
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 34e
- Paragraph text
- Learners with social communication difficulties must be supported through adaptions to classroom organisation, including working in pairs, peer tutoring, seating close to the teacher and the creation of a structured and predictable environment.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- N.A.
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 41
- Paragraph text
- A lack of access to sexuality information for women with disabilities, especially women with intellectual disabilities, deaf and deafblind women, can increase their risk of sexual violence .
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Gender
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
Women and girls with disabilities 2016, para. 63
- Paragraph text
- The recommendations of the relevant United Nations bodies dealing with gender equality shall be taken into account by all States parties and applied to women and girls with disabilities.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Equality & Inclusion
- Gender
- Personas afectadas
- Girls
- Persons with disabilities
- Women
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 2
- Paragraph text
- Recognition of inclusion as the key to achieving the right to education has strengthened over the past 30 years, and is enshrined in the Convention on the Rights of Persons with Disabilities (herein after: the Convention), the first legally binding instrument to contain a reference to the concept of quality inclusive education. Sustainable Development Goal (SDG) 4 also affirms inclusive quality and equitable education. Inclusive education is central to achieving high quality education for all learners, including those with disabilities, and for the development of inclusive, peaceful and fair societies. Furthermore, there is a powerful educational, social, and economic case to be made. The OHCHR Thematic Study of the Rights of Persons with Disabilities to Education (2013) affirms that only inclusive education can provide both quality education and social development for persons with disabilities, and a guarantee of universality and non-discrimination in the right to education.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 55
- Paragraph text
- Full participation in political and public life is enhanced through the realisation of the right to inclusive education. Curricula for all students must include the topic of citizenship and the skills of self-advocacy and self-representation as fundamental basis for participation in political and societal processes. Public affairs include forming and participating in student organisations such as students' unions and States Parties should promote an environment in which persons with disabilities can form, join and effectively and fully participate in such student organisations through all forms of communication and language of their choice (art 29).
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 18
- Paragraph text
- Paragraph 2 (a) prohibits the exclusion of persons with disabilities from the general education system, including any legislative or regulatory provisions that limit their inclusion on the basis of their impairment or its "degree", such as by conditioning their inclusion "to the extent of the potential of the individual", or by alleging a disproportionate and undue burden to evade the obligation to provide reasonable accommodation. General education means all regular learning environments and the education department. Direct exclusion would be to classify certain students as 'non-educable', and thereby ineligible for access to education. Non-direct exclusion would be the requirement to pass a common test as a condition for school entry without reasonable accommodations and support. In line with Article 4 (b), all legislation and policy must be reviewed to ensure that it is not discriminatory for persons with disabilities and in violation of Article 24, and where necessary repealed or amended in a systematic and time-bound manner.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo
The right to inclusive education 2016, para. 37
- Paragraph text
- According to article 24, paragraph 5, States parties should ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. Attitudinal, physical, linguistic, communication, financial, legal and other barriers to education at these levels must be identified and removed in order to ensure equal access. Reasonable accommodation must be provided to ensure that persons with disabilities do not face discrimination. States parties should consider taking affirmative action measures in tertiary education in favour of learners with disabilities.
- Organismo
- Committee on the Rights of Persons with Disabilities
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2016
Párrafo