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A world fit for children 2002, para. 37.10
- Paragraph text
- [To achieve these goals and targets, taking into account the best interests of the child, consistent with national laws, religious and ethical values and cultural backgrounds of the people, and in conformity with all human rights and fundamental freedoms, we will carry out the following strategies and actions:] Strengthen early childhood development by providing appropriate services and support to parents, including parents with disabilities, families, legal guardians and caregivers, especially during pregnancy, birth, infancy and early childhood, so as to ensure children’s physical, psychological, social, spiritual and cognitive development.
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Health
- Social & Cultural Rights
- Personas afectadas
- Children
- Families
- Persons with disabilities
- Año
- 2002
Párrafo
A world fit for children 2002, para. 40.2
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Promote innovative programmes that encourage schools and communities to search more actively for children who have dropped out or are excluded from school and from learning, especially girls and working children, children with special needs and children with disabilities, and help them to enrol in and attend schools, and successfully complete their education, involving Governments as well as families, communities and non-governmental organizations as partners in the educational process. Special measures should be put in place to prevent and reduce dropout due to, inter alia, entry into employment.
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Girls
- Persons with disabilities
- Año
- 2002
Párrafo
A world fit for children 2002, para. 40.4
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Ensure that all basic education programmes are accessible, inclusive and responsive to children with special learning needs and for children with various forms of disabilities.
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Persons with disabilities
- Año
- 2002
Párrafo
Access to rights-based support for persons with disabilities 2017, para. 44
- Paragraph text
- Children with disabilities and their families require different types of support services, especially in the education and health sectors. They include assistive technology, communication support and individualized education plans, and information and assistance to families of children with disabilities in need. For too long, children and adolescents with disabilities have been mere recipients of "special care", when this is available at all, which resulted in widespread segregation, institutionalization and neglect. Instead, States must organize support services and measures that foster their well-being and enable them to realize their full potential. Families need help to understand disability in a positive way and to know how to help support their children to be autonomous and independent. Limited understanding of care can hinder their right to express their views freely on all matters affecting them, in accordance with their age and maturity, and to be provided with disability- and age-appropriate assistance to realize that right.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Persons with disabilities
- Año
- 2017
Párrafo
Access to rights-based support for persons with disabilities 2017, para. 70
- Paragraph text
- International cooperation can play a crucial role in the implementation of support systems. Donor countries and international organizations should consider increasing funding for the design and development of sustainable national support systems and securing the necessary funds to implement development aid inclusive of the support arrangements required by persons with disabilities. For example, when funding national education systems, donors should take into account the obligation to provide support to children and adolescents with disabilities within the general education system to facilitate their effective education.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Adolescents
- Children
- Persons with disabilities
- Año
- 2017
Párrafo
Access to rights-based support for persons with disabilities 2017, para. 78
- Paragraph text
- Some persons with disabilities may need support to overcome barriers that limit their ability to communicate and be understood. While the provision of accessible information and communication can reduce the need for support of persons with disabilities, many of them may still require support with communication. The situation of children with disabilities with limited or no speech capacity is particularly alarming, since their communication needs are usually neglected within the education system and in their communities, despite the existence of low-cost resources and materials. In this regard, States must take all appropriate measures to ensure that persons with disabilities, whatever their communication skills or type of impairment, can access the communication support they need through different forms of communication, as defined in article 2 of the Convention. This includes professional sign language interpretation, display of text, Braille, tactile communication, large print and accessible multimedia, as well as written, audio, plain-language, human-reader and augmentative and alternative modes, means and formats of communication, including accessible information and communications technology.
- Organismo
- Special Rapporteur on the rights of persons with disabilities
- Tipo de documento
- Special Procedures' report
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Persons with disabilities
- Año
- 2017
Párrafo
Accessibility 2014, para. 28
- Paragraph text
- States parties are obliged to adopt, promulgate and monitor national accessibility standards. If no relevant legislation is in place, adopting a suitable legal framework is the first step. States parties should undertake a comprehensive review of the laws on accessibility in order to identify, monitor and address gaps in legislation and implementation. Disability laws often fail to include ICT in their definition of accessibility, and disability rights laws concerned with non-discriminatory access in areas such as procurement, employment and education often fail to include access to ICT and the many goods and services central to modern society that are offered through ICT. It is important that the review and adoption of these laws and regulations are carried out in close consultation with persons with disabilities and their representative organizations (art. 4, para. 3), as well as all other relevant stakeholders, including members of the academic community and expert associations of architects, urban planners, engineers and designers. Legislation should incorporate and be based on the principle of universal design, as required by the Convention (art. 4, para. 1 (f)). It should provide for the mandatory application of accessibility standards and for sanctions, including fines, for those who fail to apply them.
- 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
- Persons with disabilities
- Año
- 2014
Párrafo
Accessibility 2014, para. 39
- Paragraph text
- Without accessible transport to schools, accessible school buildings, and accessible information and communication, persons with disabilities would not have the opportunity to exercise their right to education (art. 24 of the Convention). Thus schools have to be accessible, as is explicitly indicated in article 9, paragraph 1 (a), of the Convention. However, it is the entire process of inclusive education that must be accessible, not just buildings, but all information and communication, including ambient or FM assistive systems, support services and reasonable accommodation in schools. In order to foster accessibility, education as well as the content of school curricula should promote and be conducted in sign language, Braille, alternative script, and augmentative and alternative modes, means and formats of communication and orientation (art. 24, para. 3 (a)), with special attention to the appropriate languages and modes and means of communication used by blind, deaf and deaf-blind students. Modes and means of teaching should be accessible and should be conducted in accessible environments. The whole environment of students with disabilities must be designed in a way that fosters inclusion and guarantees their equality in the entire process of their education. Full implementation of article 24 of the Convention should be considered in conjunction with the other core human rights instruments as well as the provisions of the Convention against Discrimination in Education of the United Nations Educational, Scientific and Cultural Organization.
- 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
- 2014
Párrafo
Accessibility 2014, para. 48
- Paragraph text
- The monitoring of accessibility is a crucial aspect of the national and international monitoring of the implementation of the Convention. Article 33 of the Convention requires States parties to designate focal points within their governments for matters relating to the implementation of the Convention, as well as to establish national frameworks to monitor implementation which include one or more independent mechanisms. Civil society should also be involved and should participate fully in the monitoring process. It is crucial that the bodies established further to article 33 are duly consulted when measures for the proper implementation of article 9 are considered. Those bodies should be provided with meaningful opportunities to, inter alia, take part in the drafting of national accessibility standards, comment on existing and draft legislation, submit proposals for draft legislation and policy regulation, and participate fully in awareness-raising and educational campaigns. The processes of national and international monitoring of the implementation of the Convention should be performed in an accessible manner that promotes and ensures the effective participation of persons with disabilities and their representative organizations. Article 49 of the Convention requires that the text of the Convention be made available in accessible formats. This is an innovation in an international human rights treaty and the Convention on the Rights of Persons with Disabilities should be seen as setting a precedent in that respect for all future treaties.
- 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
- Persons with disabilities
- Año
- 2014
Párrafo
Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural Rights “Protocol of San Salvador” 1988, para. 2
- Paragraph text
- 2. The State Parties undertake to adopt measures that will make the right to work fully effective, especially with regard to the achievement of full employment, vocational guidance, and the development of technical and vocational training projects, in particular those directed to the disabled. The States Parties also undertake to implement and strengthen programs that help to ensure suitable family care, so that women may enjoy a real opportunity to exercise the right to work.
- Organismo
- Organization of American States
- Tipo de documento
- Regional treaty
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Women
- Año
- 1988
Párrafo
Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural Rights “Protocol of San Salvador” 1988, para. 3e
- Paragraph text
- 3. The States Parties to this Protocol recognize that in order to achieve the full exercise of the right to education: e. Programs of special education should be established for the handicapped, so as to provide special instruction and training to persons with physical disabilities or mental deficiencies.
- Organismo
- Organization of American States
- Tipo de documento
- Regional treaty
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 1988
Párrafo
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities 2012, para. 2a
- Paragraph text
- [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:] Increasing public and professional awareness of autism spectrum disorders, developmental disorders and associated disabilities and reducing stigma associated with these conditions;
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Persons with disabilities
- Año
- 2012
Párrafo
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities 2012, para. 2c
- Paragraph text
- [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:] Enhancing inclusive educational programmes suited to infants, children and adults with autism;
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Children
- Infants
- Persons with disabilities
- Año
- 2012
Párrafo
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities 2012, para. 2d
- Paragraph text
- [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:] Emphasizing the unique needs of each person with autism across a spectrum of different characteristics and experiences;
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Persons with disabilities
- Año
- 2012
Párrafo
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities 2012, para. 2e
- Paragraph text
- [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:] Increasing awareness of the advantages of the inclusion of individuals with autism spectrum disorders, developmental disorders and associated disabilities in society through occupational and leisure activities;
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Persons with disabilities
- Año
- 2012
Párrafo
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities 2012, para. 5
- Paragraph text
- 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 and other local, national and regional policies;
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2012
Párrafo
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities 2012, para. 6
- Paragraph text
- 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;
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Año
- 2012
Párrafo
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities 2012, para. 12
- Paragraph text
- Deeply concerned that children with autism spectrum disorders, developmental disorders and associated disabilities in all regions of the world experience challenges in accessing long-term health care, education, training and intervention programmes undertaken by Governments, non-governmental organizations and the private sector,
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Children
- Persons with disabilities
- Año
- 2012
Párrafo
Addressing the socioeconomic needs of individuals, families and societies affected by autism spectrum disorders, developmental disorders and associated disabilities 2012, para. 14
- Paragraph text
- 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,
- Organismo
- United Nations General Assembly
- Tipo de documento
- Resolution
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Persons with disabilities
- Año
- 2012
Párrafo
Adolescent health and development in the context of the Convention of the Rights of the Child 2003, para. 19
- Paragraph text
- The Committee also stresses that in accordance with article 23 (3) of the Convention, the special rights of adolescents with disabilities should be taken into account and assistance provided to ensure that the disabled child/adolescent has effective access to and receives good quality education. States should recognize the principle of equal primary, secondary and tertiary educational opportunities for disabled children/adolescents, where possible in regular schools.
- Organismo
- Committee on the Rights of the Child
- Tipo de documento
- General Comment / Recommendation
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Adolescents
- Children
- Persons with disabilities
- Año
- 2003
Párrafo
African Charter on Democracy, Elections and Governance 2007, para. 1
- Paragraph text
- State Parties shall endeavour to provide free and compulsory basic education to all, especially girls, rural inhabitants, minorities, people with disabilities and other marginalized social groups.
- Organismo
- African Union
- Tipo de documento
- Regional treaty
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Girls
- Persons with disabilities
- Año
- 2007
Párrafo
African Charter on Democracy, Elections and Governance 2007, para. 2
- Paragraph text
- In addition, State Parties shall ensure the literacy of citizens above compulsory school age, particularly women, rural inhabitants, minorities, people with disabilities, and other marginalized social groups.
- Organismo
- African Union
- Tipo de documento
- Regional treaty
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
- Women
- Año
- 2007
Párrafo
African Charter on the Rights and Welfare of the Child 1990, para. 3
- Paragraph text
- The State Parties to the present Charter shall use their available resources with a view to achieving progressively the full convenience of the mentally and physically disabled person to movement and access to public highway buildings and other places to which the disabled may legitimately want to have access to.
- Organismo
- Organization of African Unity
- Tipo de documento
- Regional treaty
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Children
- Persons with disabilities
- Año
- 1990
Párrafo
Agenda de Acción de Addis Abeba de la Tercera Conferencia Internacional sobre la Financiación para el Desarrollo (Agenda de Acción de Addis Abeba) (2015), para. 086
- Paragraph text
- 78. Reconocemos la importancia de la prestación de una educación de calidad para todos los niños y niñas con el fin de lograr el desarrollo sostenible. Para ello será necesario llegar a los niños que viven en la extrema pobreza, los niños con discapacidad, los niños migrantes y refugiados y los que se encuentran en situaciones de conflicto y posteriores a los conflictos, así como proporcionar entornos de aprendizaje seguros, no violentos, inclusivos y eficaces para todos. Reforzaremos la cooperación y las inversiones internacionales para que todos los niños completen una educación preescolar, primaria y secundaria gratuita, equitativa, inclusiva y de calidad, en particular mediante la ampliación y el fortalecimiento de iniciativas como la Alianza Mundial para la Educación. Nos comprometemos a mejorar las instalaciones educativas que tienen en cuenta a los niños, a las personas con discapacidad y las cuestiones de género y a aumentar el porcentaje de maestros calificados en los países en desarrollo, incluso por medio de la cooperación internacional, especialmente en los países menos adelantados y los pequeños Estados insulares en desarrollo.
- Temas
- Education
- Equality & Inclusion
- Gender
- Humanitarian
- Personas afectadas
- Boys
- Children
- Girls
- Persons on the move
- Persons with disabilities
Párrafo
Aplicación de la Convención sobre los Derechos de las Personas con Discapacidad y su Protocolo Facultativo: accesibilidad (2020), para. 12
- Paragraph text
- Acogiendo con beneplácito además la conmemoración de diversos días internacionales relacionados con la discapacidad, como el Día Mundial de Concienciación sobre el Autismo, que se celebró el 2 de abril de 2019 en torno al tema “Tecnologías de apoyo, participación activa” a fin de promover la accesibilidad de las personas con trastornos del espectro autista a tecnologías de apoyo asequibles con miras a eliminar las barreras que impiden que participen en igualdad de condiciones con las demás, así como el Día Mundial del Síndrome de Down, qu e se celebró el 21 de marzo de 2019 en torno al tema “No dejar a nadie atrás en la educación” y se centró en la educación inclusiva y accesible,
- Temas
- Education
- Equality & Inclusion
- Health
- Personas afectadas
- Persons with disabilities
Párrafo
Aplicación de la Convención sobre los Derechos de las Personas con Discapacidad y su Protocolo Facultativo: accesibilidad (2020), para. 16
- Paragraph text
- Reconociendo que es importante que las personas con discapacidad puedan acceder al entorno físico, social, económico y cultural, a la salud y la educación y a la información y las comunicaciones, y que es necesario detectar y eliminar los prejuicios, la discriminación, los obstáculos y las barreras que limitan el acceso de dichas personas al entorno físico, el transporte, la información y las comunicaciones, incluidos los sistemas y las tecnologías de la información y las comunicaciones, y a otros servicios e instalaciones abiertos al público o de uso público, tanto en zonas urbanas como rurales, en igualdad de condiciones con las demás,
- Temas
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Personas afectadas
- Persons with disabilities
Párrafo
Aplicación de la Convención sobre los Derechos de las Personas con Discapacidad y su Protocolo Facultativo: accesibilidad (2020), para. 28
- Paragraph text
- Destacando la necesidad de emprender iniciativas de desarrollo de la capacidad dirigidas a empoderar a las personas con discapacidad y a las organizaciones que las representan para asegurar a las personas con discapacidad igualdad de acceso a una educación de calidad, al empleo pleno y productivo y al trabajo decente en igualdad de condiciones y sin discriminación, incluso mediante la promoción del acceso a sistemas de enseñanza inclusivos, el desarrollo de las aptitudes, oportunidades de voluntariado y formación profesional y empresarial, a fin de que esas personas puedan lograr y mantener la máxima independencia,
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
Párrafo
Aplicación de la Convención sobre los Derechos de las Personas con Discapacidad y su Protocolo Facultativo: accesibilidad (2020), para. 50
- Paragraph text
- 20. Exhorta a los Estados a que velen por que las personas con discapacidad puedan acceder, sin discriminación y en igualdad de condiciones con las demás, a enseñanza primaria, secundaria y terciaria, formación profesional, educación de adultos y enseñanza a lo largo de la vida inclusivas y de calidad y a que faciliten su participación plena e igualitaria en la educación adoptando las medidas apropiadas, como el suministro de información en formatos de comunicación accesibles y alternativos, ajustes razonables y otras medidas de apoyo que sean necesarias;
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Persons with disabilities
Párrafo
Aplicación de la Convención sobre los Derechos de las Personas con Discapacidad y su Protocolo Facultativo: la situación de las mujeres y las niñas con discapacidad (2018), para. 30
- Paragraph text
- 11. Exhorta a los Estados a que fortalezcan e intensifiquen los esfuerzos encaminados a adoptar medidas deliberadas, concretas y selectivas para hacer plenamente efectiva la igualdad en el disfrute del derecho a la educación, en particular asegurando el acceso de todas las mujeres y niñas con discapacidad a un sistema de educación inclusivo a todos los niveles mediante la eliminación de los obstáculos jurídicos, administrativos, financieros, estructurales, sociales y culturales que impiden su disfrute del derecho a la educación en igualdad de condiciones con los demás y a facilitar su participación plena e igualitaria en la educación adoptando medidas apropiadas mediante el suministro de información en formatos de comunicación accesibles y alternativos, ajustes razonables y otras medidas de apoyo que sean necesarias;
- Temas
- Education
- Equality & Inclusion
- Personas afectadas
- Girls
- Persons with disabilities
- Women
Párrafo
Aplicación de la Convención sobre los Derechos de las Personas con Discapacidad y su Protocolo Facultativo: la situación de las mujeres y las niñas con discapacidad (2018), para. 31
- Paragraph text
- 12 Exhorta también a los Estados a que formulen políticas y medidas que promuevan el acceso de las personas con discapacidad a la educación y a que refuercen los sistemas de educación que incluyan plenamente a las niñas con discapacidad a fin de reducir el riesgo de exclusión social y pobreza, que podría tener consecuencias a largo plazo para su capacidad y oportunidad de participar en los mercados de trabajo;
- Temas
- Educación
- Igualdad & inclusión
- Personas afectadas
- Niñas
- Personas con discapacidad
Párrafo