This article maps the state of education of girls with disabilities in 2013, including the specific barriers that limit their right to education.
This report on education and disability synthesises current evidence around the scale of the challenge, highlighting levels of exclusion from education faced by children with disabilities, as well as outlining the common barriers faced in gaining access to a quality education. It also aims to set out the case for inclusive education systems, where children with disabilities are brought into mainstream schools, and classrooms and schools respond and adapt more effectively to their needs.
Deaf children have a right to a quality education, like all other children, in a language and environment that maximises their potential. In this video, in conjunction with a global conference in Sydney on equality for deaf people, Human Rights Watch shows some of the challenges faced by deaf children and young people, and the opportunities sign language education offers them.
This guide offers practical ideas for including children and young people with disabilities in education before, during or after a crisis. It outlines some of the common challenges that children and young people with disabilities might face with education in or after an emergency. It also discusses some constraints or concerns that teachers might have with supporting their learning in these circumstances. The guide offers practical ways in which teachers can tackle these issues and welcome learners with disabilities into their classes.
This report considers the right of persons with disabilities to inclusive education. It recommends a series of legislative, policy and financial measures that need to be adopted in order to give effect to this right. It also identifies some of the obstacles that prevent the fulfilment of the right to inclusive education, as indicated in the responses submitted by various States and non-governmental organisations to a questionnaire, sent out by the Special Rapporteur, the purpose of which was to assess the degree to which international standards are being implemented in this area.
This report documents information from parents, self-advocates, and family based organisations in 75 countries about experiences with inclusive education over the past 15 years since the adoption of the Salamanca Statement and Framework for Action on Special Needs Education by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1994.