Informe de la CME: Igualdad de Derechos, Igualdad de Oportunidades: Educación y Discapacidad

Este informe de la CME sobre educación y discapacidad agrupa las pruebas disponibles hoy sobre la escala del problema, destacando los niveles de exclusión de la educación que afrontan las niñas y niños con discapacidad, y describiendo las barreras más habituales que obstaculizan su acceso a la educación de calidad. También aboga por los sistemas educativos inclusivos, donde los niños y niñas con discapacidad se integran en escuelas convencionales, y las aulas y las escuelas dan una respuesta más eficaz y se adaptan mejor a sus necesidades.

Informe del Relator Especial de la ONU sobre el Derecho a la Educación: Derecho a la Educación de Personas con Discapacidades

Este informe se presenta con arreglo a la decisión 1/102 del Consejo de Derechos Humanos, y analiza uno de los temas de especial interés para el Relator Especial sobre el derecho a la educación: el derecho de las personas con discapacidad a una educación inclusiva. El derecho a una educación inclusiva implica la posibilidad de que todos los niños, niñas y adolescentes, independientemente de sus condiciones o diferencias, aprendan juntos.

Convención sobre los Derechos de las Personas con Discapacidad

La Convención sobre los Derechos de las Personas con Discapacidad y su Protocolo Facultativo se concibió como un instrumento de derechos humanos con una dimensión explícita de desarrollo social. En ella se adopta una amplia clasificación de las personas con discapacidad y se reafirma que todas las personas con todos los tipos de discapacidad deben poder gozar de todos los derechos humanos y libertades fundamentales.

The Right to Education for Persons with Disabilities: Overview of the Measures Supporting the Right to Education for Persons with Disabilities Reported by Member States

Published in 2015, this document is the second of a series of thematic mappings on the implementation of the right to education, following a first edition on Girls’ and Women’s Right to Education. It presents concrete measures adopted by countries to ensure the full enjoyment of the right to education for persons with disabilities.

The Right to Education for Children with Disabilities in South Africa: SECTION27’s action from national research and litigation strategies to international advocacy

The South African Department of Basic Education has indicated that as many as 489 036 children with disabilities of a school going age are not attending any school at all. The 2013 General Household Survey indicates that of the children with disabilities who do not attend school, 67% report severe disabilities and would therefore require placement in special schools.

Date: 
14 Abril 2015

Submission on the Right to Education for Persons with Disabilities in South Africa to the Committee on the Rights of Persons with Disabilities

This report was submitted to the Committee on the Rights of Persons with Disabilities as a contribution to a Day of General Discussion on the right to education for persons with disabilities to be held on 15 April 2015.

Moving towards inclusive education as a human right: An analysis of international legal obligations to implement inclusive education in law and policy

Children with disabilities experience ongoing segregation in special education classes or are otherwise excluded from education. This is in spite of the fact that states have a legal obligation to offer an accessible and inclusive education to all learners. Exclusion of any child from education is a violation of international law and a breach of human rights. The provision of inclusive education is an obligation under international law, as well as the means by which to fulfil the additional legal obligation to make education accessible to children with disabilities.

The Right to Inclusive Education in Germany

The UN Convention on the Rights of Persons with Disabilities in article 24 seeks to combat discrimination of children with disabilities in the field of education by prescribing a model of social inclusion. This paper will critically examine the sociological concept of inclusion, the German experience in implementing article 24 and the limitations of article 24 vis à vis the Right to Education in the International Covenant on Economic, Social and Cultural Rights.

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