CEDAW/C/GC/36 impacting the access of these groups to education include poverty, discrimination and lack of cultural relevance, and instruction often delivered in the majority language resulting in lower educational achievement, higher drop-out rates, loss of heritage languages and lower self-esteem. 42. Refugee, asylum seekers, stateless, undocumented, internally displaced and migrant girls and women. When forcibly uprooted, girls and women in these situations end up in camps with no schools or makeshift schools with limited capacity, without curricula or instruction in relevant languages. Displacement causes particular barriers to learning: human resources may be lost and physical infrastructure destroyed; and, during flight children may lose state-mandated documentation thereby preventing them from enrolling in new schools. Girls can be particularly affected during displacement because the increased insecurity causes some parents to keep girls home. 43. Girls and women with disabilities. Millions of girls and women with disabilities are deprived of the right to education as a result of multiple discrimination based on gender and disability. According to UNESCO, a third of out-of-school children worldwide are children with disabilities.11 44. Although many governments officially promote inclusive education, in practice, children with disabilities, especially girls, are either excluded or segregated in special schools. Low attendance rates of children with disabilities, particularly girls, have similar causes globally: lack of physical accessibility, refusal of teachers or school principals to enrol such children, lack of accommodation of their needs in school curricula and teaching materials, and more generally, stigma and lack of awareness among parents and communities that yield negative attitudes about the learning capacities of women and girls with disabilities. Additionally, the number of teachers trained to address students with special needs, is often inadequate. 45. Lesbian, bisexual transgender and Intersex (LBTI) students. Bullying, harassment and threats against these students by fellow students and teachers constitute barriers to the right to education for LBTI girls and women. Schools perpetuate and reinforce social prejudices often due to poor implementation of policies by school governance bodies as well as by irregular enforcement of non-discrimination policies by teachers, principals, and other school authorities. Limited education and cultural taboos are among factors that prevent LBTI students from achieving social mobility and increases their vulnerability to violence. 46. The Committee recommends that States parties take all appropriate measures to ensure the right of all categories of disadvantaged and marginalised groups to education by eliminating stereotyping and discrimination, removing barriers to access, and implementing the following measures: a) address stereotyping particularly of minority and indigenous girls and women, that put them at risk in accessing education, exposes them to violence in the school and the community and on their way to and from schools especially in remote areas; b) address the low socio-economic status and living conditions, particularly of minority and indigenous girls and women that are barriers to accessing education, particularly in light of male preference for schooling in situations of scarce financial resources; c) ensure, when necessary, in collaboration with donors and humanitarian agencies, that adequate provision is made for the education and safety of all disadvantaged groups of girls and women; d) ensure that the application of a mandatory dress code and banning of specific clothing does not hamper access to inclusive education, particularly for those of migrant background; 11 10 UNESCO. http://www.unesco.org/new/en/education/themes/strengthening-education-systems/inclusiveeducation/single view/news/equal_right_equal_opportunity_inclusive_education_for_a/