2.1 Article 32 and the Right to an Education (Article 24)
Intended Audience: Persons with disabilities, Organizations of Persons with Disabilities (OPDs), Local Governments (especially law enforcement personnel), Local NGOs, International NGOs, International governmental organizations (INGOs), Donor organizations (National, international)
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Please note: Credit should be given to the US International Council on Disabilities and Rehabilitation International. Important Resources:
- Committee on the Rights of Persons with Disabilities, General Comment No. 4 on Article 24.
- Lord, J.E. & Stein, M.A. 2018. "Pursuing Inclusive Higher Education in Egypt and Beyond through the Convention on the Rights of Persons with Disabilities," Social Inclusion, Cogitatio Press, vol. 6(4), pages 230-240.
- Mcclain-Nhlapo, C.V., Cortez, C., Duchicela, L.F. and Lord, J.E. 2019. “Equity and Inclusion in Education in World Bank Projects: Persons with Disabilities, Indigenous Peoples, and Sexual and Gender Minorities.” World Bank. Washington DC.
- 2013. “Moldova - Integration of Children with Disabilities into Mainstream Schools Project (English).” World Bank Group, Washington, DC.
- Alasuutari, H.K., Thomas, C.J., Powers, S.M., McDonald, L.S., and Waite, J. 2020. “Inclusive Education Resource Guide: Ensuring Inclusion and Equity in Education.” World Bank, Washington DC.
Key Learning Objectives in this module:
- Define the right to education
- Explain the importance of education for persons with disabilities
- Identify how the rights of persons with disabilities to education have been promoted or denied
- Understand different perspectives on inclusive and special education
- Seek strategies to advance the right of persons with disabilities to participate in education
- Understand the provisions on education in CRPD
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