CEDAW/C/GC/36 e) eliminate all forms of discrimination against girls and women with disabilities by identifying and removing legal, physical, social, financial, attitudinal communication and language, barriers within educational institutions and the community; f) take necessary measures to ensure non-discrimination against girls and women with disabilities at all levels of education by providing inclusive education in learning environments offering reasonable accommodation; g) ensure physical accessibility to educational institutions and prevent principals from blocking the enrolment of students with disabilities, particularly girls, and ensure that curricula, teaching materials and pedagogical strategies are tailored to the unique needs of individuals affected by diverse forms of disability; h) in keeping with Article 4 on temporary special measures, institute incentives to attract and train special education teachers for all levels of education; i) address discrimination against LBTI girls and women by ensuring policies are in place to address the obstacles that impede their access to education. Access to education during conflict situations and natural disaster 47. Another factor constraining girls’ and women’s access to education is the total breakdown of infrastructure for State public service provision due to armed conflict, resulting in the lack of delivery of essential services to the population. In conflict-affected areas, schools are closed owing to insecurity, occupied by State and non-State armed groups or destroyed, all of which impede girls’ access to school. CEDAW GR 30 on women in conflict prevention, conflict and post-conflict situations notes (para. 48) that other factors preventing girls’ access to education include targeted attacks and threats to them and their teachers by non-State actors, as well as the additional care-giving and household responsibilities which they are obliged to undertake. 48. According to the Global Coalition to Protect Education from Attack (GCPEA) between 2005 and 2012, education institutions were used in conflicts in at least 24 countries across four continents. In addition to the risk of death or severe injury from attacks, students attending classes in schools under occupation by troops and armed forces maybe exposed to physical or sexual abuse, with girls at greater risk than boys. The presence of armed men often discourages families from sending girls to school for fear they will become victims of sexual violence or be subject to sexual harassment. They, therefore, often marry off their daughters at an early age believing that it may afford them protection. Overall, attacks on education and military use of schools and universities have a disproportionate or discriminatory impact upon girls and women. 49. Women and children are the most vulnerable age group during any natural disaster. The destruction or use of schools as community shelters for affected families have serious consequences for access to education causing loss of time for classroom instruction and high drop-out rates. 50. The Committee recommends that in situations of conflict and natural disasters States parties implement the following measures to minimize their impact on girls’ and women’s education and to protect their right to education and safety: a) enact legislation, revise military practice and policy and introduce training to prohibit national armed forces and armed groups from using or occupying schools, school grounds or other education facilities and institutions in a manner that violates international humanitarian law and/or the right to education under international human rights law; b) institute measures to protect female students and teachers from physical and sexual abuse by state and non-state actors occupying education institutions; c) education; assess and address the impact of armed conflict on girls’ and women’s 11