Article
24 - Education
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References
Standard Rules
on the Equalization of Opportunities for Persons with Disabilities
Adopted by the United Nations General Assembly, forty-eighth session, resolution
48/96, annex, of 20 December 1993
Rule 6 - Education
States should recognize the principle of equal primary, secondary and tertiary
educational opportunities for children, youth and adults with disabilities,
in integrated settings. They should ensure that the education of persons with
disabilities is an integral part of the educational system.
• General educational authorities are responsible for the education of persons
with disabilities in integrated settings. Education for persons with disabilities
should form an integral part of national educational planning, curriculum development
and school organization.
• Education in mainstream schools presupposes the provision of interpreter and
other appropriate support services. Adequate accessibility and support services,
designed to meet the needs of persons with different disabilities, should be
provided.
• Parent groups and organizations of persons with disabilities should be involved
in the education process at all levels.
• In States where education is compulsory it should be provided to girls and
boys with all kinds and all levels of disabilities, including the most severe.
• Special attention should be given in the following areas:
o Very young children with disabilities;
o Pre-school children with disabilities;
o Adults with disabilities, particularly women.
• To accommodate educational provisions for persons with disabilities in the
mainstream, States should:
o Have a clearly stated policy, understood and accepted at the school level
and by the wider community;
o Allow for curriculum flexibility, addition and adaptation;
o Provide for quality materials, ongoing teacher training and support teachers.
• Integrated education and community-based programmes should be seen as complementary
approaches in providing cost-effective education and training for persons with
disabilities. National community-based programmes should encourage communities
to use and develop their resources to provide local education to persons with
disabilities.
• In situations where the general school system does not yet adequately meet
the needs of all persons with disabilities, special education may be considered.
It should be aimed at preparing students for education in the general school
system. The quality of such education should reflect the same standards and
ambitions as general education and should be closely linked to it. At a minimum,
students with disabilities should be afforded the same portion of educational
resources as students without disabilities. States should aim for the gradual
integration of special education services into mainstream education. It is acknowledged
that in some instances special education may currently be considered to be the
most appropriate form of education for some students with disabilities.
• Owing to the particular communication needs of deaf and deaf/blind persons,
their education may be more suitably provided in schools for such persons or
special classes and units in mainstream schools. At the initial stage, in particular,
special attention needs to be focused on culturally sensitive instruction that
will result in effective communication skills and maximum independence for people
who are deaf or deaf/blind.
World Programme of Action Concerning Disabled Persons
Adopted by the United Nations General Assembly, thirty-seventh session, Resolution 37/52 of 3 December 1982
Education and training
Member States should adopt policies which recognize the rights of disabled persons
to equal educational opportunities with others. The education of disabled persons
should as far as possible take place in the general school system. Responsibility
for their education should be placed upon the educational authorities and laws
regarding compulsory education should include children with all ranges of disabilities,
including the most severely disabled.
Member States should allow for increased flexibility in the application to disabled
persons of any regulation concerning admission age, promotion from class to
class and, when appropriate, in examination procedures.
Basic criteria are to be met when developing educational services for disabled
children and adults. These services should be:
• Individualized, i.e, based on the assessed needs mutually agreed upon by authorities,
administrators, parents and disabled students and leading to clearly stated
curriculum goals and short term objectives which are regularly reviewed and
where necessary revised;
• Locally accessible, i.e., within reasonable travelling distance of the pupil's
home or residence except in special circumstances;
• Comprehensive, i.e., serving all persons with special needs ir- respective
of age or degree of disability, and such that no child of school age is excluded
from educational provision on grounds of severity of disability or receives
educational services significantly inferior to those enjoyed by any other students;
• Offering a range of choice commensurate with the range of special needs in
any given community. Integration of disabled children into the general educational
system requires planning by all parties concerned.
If, for some reason, the facilities of the general school system are inadequate
for some disabled children, schooling for these children should then be provided
for an appropriate period of time in special facilities. The quality of this
special schooling should be equal to that of the general school system and closely
linked to it.
The involvement of parents at all levels of the educational process is vital.
Parents should be given the necessary support to provide as normal a family
environment for the disabled child as is possible. Personnel should be trained
to work with the parents of disabled children.
Member States should provide for the participation of disabled persons in adult
education programmes, with special attention to rural areas if the facilities
of regular adult education courses are in- adequate to meet the needs of some
disabled persons, special courses or training centres may be needed until the
regular programmes have been modified. Member States should grant disabled persons
possibilities for education at the university level