CRPD/C/GC/4
United Nations
Convention on the Rights
of Persons with Disabilities
Distr.: General
25 November 2016
Original: English
Committee on the Rights of Persons with Disabilities
General comment No. 4 (2016) on the right to inclusive
education
I. Introduction
1.
Historically viewed as welfare recipients, persons with disabilities are now
recognized under international law as rights holders with a claim to the right to education
without discrimination and on the basis of equal opportunities. The Convention on the
Rights of the Child (1989), the World Declaration on Education for All (1990), the
Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993)
and the Salamanca statement and framework for action (1994) all include measures
testifying to the growing awareness and understanding of the right of persons with
disabilities to education.
2.
Recognition of inclusion as the key to achieving the right to education has
strengthened over the past 30 years and is enshrined in the Convention on the Rights of
Persons with Disabilities, the first legally binding instrument to contain a reference to the
concept of quality inclusive education. Sustainable Development Goal 4 too affirms the
value of inclusive, quality and equitable education. Inclusive education is central to
achieving high-quality education for all learners, including those with disabilities, and for
the development of inclusive, peaceful and fair societies. Furthermore, there is a powerful
educational, social and economic case to be made. As reflected in the report of the Office of
the United Nations High Commissioner for Human Rights on the thematic study on the
right of persons with disabilities to education, only inclusive education can provide both
quality education and social development for persons with disabilities, and a guarantee of
universality and non-discrimination in the right to education.1
3.
Despite the progress achieved, however, the Committee is concerned that profound
challenges persist. Many millions of persons with disabilities continue to be denied the
right to education and for many more education is available only in settings where persons
with disabilities are isolated from their peers and where the education they receive is of an
inferior quality.
4.
Barriers that impede access to inclusive education for persons with disabilities can
be attributed to multiple factors, including:
1
See A/HRC/25/29 and Corr.1, paras. 3 and 68.
GE.16-20881(E)