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Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 23
- Paragraph text
- Many girls and young women with disabilities do not have access to information and education about sexual and reproductive health and rights and related services. Several studies found that youth with disabilities, especially girls and young women with intellectual disabilities, have low levels of sexuality education and sexual and reproductive health and rights knowledge, including information with regard to the prevention and transmission of HIV. The lack of inclusive education prevents girls and young women with disabilities from accessing comprehensive sexuality education, as those programmes are usually not available in special education settings. In addition, comprehensive sexuality education is not always delivered in accessible formats and alternative languages, and very often it does not address disability-specific needs. Stigma and stereotypes about female sexuality can also lead to the exclusion of girls and young women with disabilities from existing comprehensive sexuality education programmes by their parents, guardians and teachers. There is a general lack of guidance for families and teachers on how to talk about sexuality and equality with girls and young women with disabilities.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Violence against women with disabilities 2012, para. 86
- Paragraph text
- In addition, the Human Rights Council Special Rapporteur on the right to education dedicated his 2007 thematic report to the issue of the right of persons with disabilities to inclusive education (A/HRC/4/29, paras. 8 and 76). He found that literacy rates for women and girls with disabilities were significantly lower than for men and boys, and that women and girls were generally subjected to more discrimination. Similarly, in his 2005 thematic report, the Special Rapporteur on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health, focused on the right to health of persons with mental disabilities (E/CN.4/2005/51, paras. 12 and 49) and found that women with intellectual disabilities were especially vulnerable to forced sterilization and sexual violence. He advocated for measures to protect them from violence and other right to health-related abuses, whether occurring in private health-care or support services. Finally, the Special Rapporteur to monitor the implementation of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities reports annually to the Commission for Social Development and has mainstreamed the issue of women and disabilities in his reports (see E/CN.5/2011/9).
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Boys
- Girls
- Persons with disabilities
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Technical and Vocational Education and Training (TVET) 2012, para. 32
- Paragraph text
- The need to ensure equality of opportunity and to pay particular attention to marginalized groups is emphasized by article 2 of the UNESCO Convention on Technical and Vocational Education. Article 2, paragraphs (3) and (4), establishes that "States shall work towards the right to equal access to technical and vocational education and towards equality of opportunity to study throughout the educational process"; and that "States shall pay attention to the special needs of the handicapped and other disadvantaged groups and take appropriate measures to enable these groups to benefit from technical and vocational education". Similarly, article 5 (h) of ILO Recommendation No. 195 concerning Human Resources Development: Education, Training and Lifelong Learning (2004) establishes the responsibility of States to "promote access to education, training and lifelong learning for people with nationally identified special needs, such as youth, low-skilled people, people with disabilities, migrants, older workers, indigenous people, ethnic minority groups and the socially excluded; and for workers in small and medium-sized enterprises, in the informal economy, in the rural sector and in self-employment".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Persons on the move
- Persons with disabilities
- Youth
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
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.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons with disabilities
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Mandate, working methods, work plan for the mandate 2015, para. 23a
- Paragraph text
- [The Special Rapporteur recognizes that a very important part of the mandate is to support States in the development of their national efforts to advance the implementation of the rights of persons with disabilities. To accomplish this, the Special Rapporteur will put particular emphasis on the following activities:] Supporting law reform processes. Most legal systems in the world still contain provisions that discriminate against persons with disabilities and violate their human rights, from the denial of legal capacity or the right to vote to education laws that exclude children with disabilities from the general education system. Although efforts have been made to harmonize national legislation with the Convention on the Rights of Persons with Disabilities, much remains to be done. The Special Rapporteur aims to contribute to these processes by providing technical advice and exchanging good practices with a view to supporting and promoting legal reform that is inclusive of the rights of persons with disabilities, and by promoting the effective involvement of and consultation with persons with disabilities and their representative organizations in legislative reform.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Persons with disabilities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 62
- Paragraph text
- [The Special Rapporteur makes the following recommendations to States:] Design and implement comprehensive inclusive and accessible sexuality education programmes and materials for girls and young women with disabilities within and outside the school system;
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Violence against women with disabilities 2012, para. 98d
- Paragraph text
- [The Special Rapporteur recommends the following measures:] Appropriate training materials on the prevention of and response to violence against women with disabilities for all sectors should be developed, in collaboration with women with disabilities, thereby enhancing the relevance of the materials and the skills of disabled peoples;
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Women
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
The right of the child to freedom of expression 2014, para. 43
- Paragraph text
- In addition to banning information outright, some school curricula present biased accounts of history or prejudiced views of certain groups, such as girls, sexual or ethnic minorities or children with disabilities, which can negatively affect children's freedom to form their own views and instead perpetuate discrimination - a situation raised by various United Nations treaty bodies in their recommendations to States.
- Body
- Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Girls
- Persons with disabilities
- Year
- 2014
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 47
- Paragraph text
- States parties to the Convention on the Rights of Persons with Disabilities further committed to taking appropriate measures to promote access for persons with disabilities to new information and communications technologies and systems, including the Internet, and to promoting the design, development, production and distribution of information and communications technologies accessible to persons with disabilities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 42
- Paragraph text
- Children with disabilities face several barriers in accessing information and communications technologies, as they may need adaptive technologies to use computers, tablets and mobile telephones. Moreover, online digital content may need to be converted into another format. Children in developing countries who do not attend schools rarely have access to computers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons with disabilities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 40
- Paragraph text
- Information and communications technologies can result in educational deprivation, particularly for the poor. Special attention must be paid to questions related to access and skills for the most marginalized groups, including girls and women and persons with disabilities. The guiding principle must be to adopt an all-inclusive approach.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Justiciability of the right to education 2013, para. 48
- Paragraph text
- In a “collective complaint” by Autism-Europe to defend the rights of people with disabilities in Europe, the European Committee on Social Rights ruled that the French Government's overall lack of progress in this area constituted a violation of the European Social Charter. The French National Consultative Commission for Human Rights has also defended the right to education for children with disabilities by a number of its advisory opinions.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Children
- Persons with disabilities
- Year
- 2013
- Date added
- Aug 19, 2019
Paragraph
Financing education and update on education in emergencies 2011, para. 13
- Paragraph text
- The International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities are all explicit about States parties' obligations to provide maximum available resources to ensure the enjoyment of human rights.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 87d
- Paragraph text
- [On the basis of these conclusions, the Special Rapporteur recommends that States should]: In establishing the curriculum and the educational content of sexual education, provide for the inclusion and expansion of a holistic perspective that does not focus exclusively on biology and ensure that, inter alia, the gender dimension, human rights, new patterns of male behaviour, diversity and disability are included;
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Persons with disabilities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Mandate, working methods, work plan for the mandate 2015, para. 39
- Paragraph text
- In setting up her mandate, the Special Rapporteur has started to engage with the Centre for Disability Law and Policy of the National University of Ireland, Galway and the University of Costa Rica in order to obtain academic support in particular areas of research and knowledge development. She will continue to pursue opportunities for academic liaison throughout her mandate.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Person(s) affected
- Persons with disabilities
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 80
- Paragraph text
- The Accessible Books Consortium (a multi-stakeholder partnership comprising the World Intellectual Property Organization, organizations that serve people with print disabilities and organizations representing publishers and authors) is converting books into formats to make them available to people who are blind, have low vision or are otherwise print disabled. Such partnerships should be encouraged to ensure human rights in education are met.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 55
- Paragraph text
- The lack of support for transportation and inadequate facilities can also be a determinant factor in the exclusion of students with disabilities from education systems. Inadequate public transportation and poor infrastructure in rural and urban areas still impede access to schools for persons with mobility restrictions and those who have impaired vision. Within schools, inadequately built classrooms and toilets can also restrict their use by students with disabilities.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Equality of opportunity in education 2011, para. 49
- Paragraph text
- Other groups vulnerable to limited opportunities in education and requiring targeted support include persons with disabilities, children living in the street or without parental care, migrant workers and their families, refugees, internally displaced persons and those affected by natural disasters or conflict. Moreover, nomad populations, including pastoral populations who remain deprived of equal opportunities in education, deserve special attention, especially in Africa.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Children
- Persons on the move
- Persons with disabilities
- Year
- 2011
- Date added
- Aug 19, 2019
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 26
- Paragraph text
- Girls and young women with disabilities face unique challenges with regard to the management of menstrual hygiene. The absence of appropriate sanitation facilities in schools, including separate, accessible and sheltered toilets, in addition to the lack of education, resources and support for menstrual hygiene, compromise their ability to properly manage their hygiene and make them especially prone to diseases. Consequently, many girls and young women with disabilities stay at home or are sent to special schools, reinforcing their exclusion from comprehensive sexuality education.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Water & Sanitation
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 38
- Paragraph text
- States can take a number of measures to improve sexual and reproductive health and rights of girls and young women with disabilities, including by reviewing their legal and policy frameworks; taking concrete measures in the areas of education and information, access to justice, accessibility, non-discrimination and participation; and by allocating specific budgets for their implementation.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Issues and challenges to the right to education in the digital age 2016, para. 81
- Paragraph text
- The Committee on the Rights of the Child has called upon States to establish copyright exceptions that benefit children with visual or other impairments, reinforcing the obligation set out in article 30 of the Convention on the Rights of Persons with Disabilities for States to ensure that laws protecting intellectual property rights do not constitute an unreasonable or discriminatory barrier to access by persons with disabilities to cultural materials.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Persons with disabilities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Normative action for quality education 2012, para. 52
- Paragraph text
- The physical environment requirements can include aspects such as the presence of basic facilities (sanitation, separate toilets for girls, ramp for persons with disabilities) and adequate infrastructure (lighting, acoustic, safety and security, communication facilities). Facilities and equipment in schools must be appropriate in terms of instruction needs, health and sanitation, safety and management. Specific norms are required for infrastructure for technical and vocational education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Water & Sanitation
- Person(s) affected
- Girls
- Persons with disabilities
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 78
- Paragraph text
- [On the basis of the foregoing remarks, the Special Rapporteur considers that:] Progress with regard to sexual education has been made in all regions; however, in general there is a worrying lack of comprehensive and sustainable public policies in this area; content is scattered throughout the educational curriculum; and the perspectives of rights, gender, sexual diversity, disability and non-discrimination are not incorporated into the provision of sexual education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Person(s) affected
- Persons with disabilities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
Sexual education 2010, para. 31
- Paragraph text
- Article 24 of the United Nations Convention on the Rights of Persons with Disabilities calls on States to ensure an inclusive education system that ensures a sense of dignity and self-worth and the full development of the mental and physical abilities of such people. Article 25 establishes that States should "provide persons with disabilities with the same range, quality and standard of free or affordable health care and programmes as provided to other persons, including in the field of sexual and reproductive health".
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Year
- 2010
- Date added
- Aug 19, 2019
Paragraph
The right of persons with disabilities to participate in decision-making 2016, para. 82
- Paragraph text
- States should implement awareness-raising training programmes on the rights of persons with disabilities. Organizations of persons with disabilities can contribute to these efforts by educating persons with disabilities about their rights and responsibilities and about how proposed policies and decisions would affect their lives. Awareness-raising and education programmes on a rights-based approach to disability can also contribute to the promotion and protection of democracy.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Persons with disabilities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Vision for the mandate 2016, para. 35
- Paragraph text
- Lack of melanin in the eyes results in high sensitivity to bright light and significant vision impairment, with the level of severity varying from one person to another. This vision impairment often cannot be completely corrected. In some countries, this has led to the categorization of persons with albinism as legally blind, which enables them to access the national legal frameworks in the field of the rights of persons with disabilities, including measures related to access to health and education.
- Body
- Independent Expert on the enjoyment of human rights by persons with albinism
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Persons with disabilities
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 51
- Paragraph text
- States must ensure that all information and communication pertaining to sexual and reproductive health and rights are accessible to persons with disabilities, including through sign language, Braille, accessible electronic formats, alternative script, easy-to-read formats, and augmentative and alternative modes, means and formats of communication.64 For instance, call centres to report cases of gender-based violence must be accessible to deaf and hard-of-hearing girls and women through text messaging or other alternative methods. For example, Illinois Imagines has developed guides and other materials for rape crisis centres, disability service agencies and self-advocates that include guidance for prevention education programmes and picture guides about sexual assault exams and the rights of sexual violence survivors. The University of Tartu in Estonia has provided training for teachers on how to deliver comprehensive sexuality education in plain language so that children with intellectual disabilities can benefit equally from the lessons.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Health
- Person(s) affected
- Children
- Girls
- Persons with disabilities
- Women
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 44
- Paragraph text
- States need to provide comprehensive and non-discriminatory sexuality education to girls and young women with disabilities, both within and outside school (see A/65/162, paras. 62 and 87). It should include information about self-esteem and healthy relationships; sexual and reproductive health, contraception and sexually transmitted diseases; the prevention of sexual and other forms of exploitation, violence and abuse; stigma and prejudices against persons with disabilities; gender roles; and human rights. Indeed, sexuality education has been found to be effective in improving the sexual knowledge and skills of youth with disabilities, and in reducing sexual violence against them. States must ensure that their sexuality education programmes are inclusive of girls and young women with disabilities and their specific needs, and that they are made available in accessible and alternative communication formats. Peer-education programmes are effective ways to enhance knowledge and skills with regard to the sexual and reproductive health and rights of girls and young women with disabilities.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Gender
- Person(s) affected
- Girls
- Persons with disabilities
- Women
- Youth
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Sexual and reproductive health and rights of girls and young women with disabilities 2017, para. 24
- Paragraph text
- Furthermore, in many parts of the world, girls and young women with disabilities are often entirely excluded from the education system, or otherwise isolated from their communities at home or in institutions, and are without any access to sexuality education. The lack of equal access to inclusive and quality education affects, in particular, girls and young women with disabilities in conflict, post-conflict or other humanitarian situations, especially those who are refugees, internally displaced, migrants or asylum seekers; deprived of their liberty in hospitals, residential institutions, juvenile or correctional facilities; or homeless or living in poverty. Girls and young women in such situations are at heightened risk of being subjected to physical or sexual abuse and contracting sexually transmitted infections.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- Girls
- Persons on the move
- Persons with disabilities
- Women
- Youth
- Year
- 2017
- Date added
- Aug 19, 2019
Paragraph
Violence against women with disabilities 2012, para. 93
- Paragraph text
- In 1999, the Organization of American States adopted the Inter-American Convention on the Elimination of All Forms of Discrimination against Persons with Disabilities. It is the only human rights treaty that defines the term disability and the phrase "discrimination against persons with disabilities". Its goals include full integration of and the furthering of justice for the disabled through legislation, social initiatives and education for the disabled and for others regarding acceptance of persons with disabilities. Furthermore, it calls on States to work on a priority basis, including on prevention of all forms of preventable disabilities and early detection and intervention, treatment and rehabilitation for persons with disabilities.
- Body
- Special Rapporteur on violence against women, its causes and consequences
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Persons with disabilities
- Year
- 2012
- Date added
- Aug 19, 2019
Paragraph