1 Convention Text
1.1 States Parties recognise the right of persons with disabilities to
education. With a view to realising this right without discrimination and on the
basis of equal opportunity, States Parties shall ensure an inclusive education
system at all levels and life long learning directed to:
(a) The full development of human potential and sense of dignity and self-worth,
and the strengthening of respect for human rights, fundamental freedoms and
human diversity;
(b) The development by persons with disabilities of their personality, talents
and creativity, as well as their mental and physical abilities, to their fullest
potential;
(c) Enabling persons with disabilities to participate effectively in a free
society.
1.2 In realising this right, States Parties shall ensure that:
(a) Persons with disabilities are not excluded from the general education system
on the basis of disability, and that children with disabilities are not excluded
from free and compulsory primary education, or from secondary education, on the
basis of disability;
(b) Persons with disabilities can access an inclusive, quality and free primary
education and secondary education on an equal basis with others in the
communities in which they live; R1
(c) Reasonable accommodation of the individual’s requirements is provided; R2
(d) Persons with disabilities receive the support required, within the general
education system, to facilitate their effective education; R3
(e) Effective individualised support measures are provided in environments that
maximise academic and social development, consistent with the goal of full
inclusion. R4
1.3 States Parties shall enable persons with disabilities to learn life and
social development skills to facilitate their full and equal participation in
education and as members of the community. To this end, States Parties shall
take appropriate measures, including: R5
(a) Facilitating the learning of Braille, alternative script, augmentative and
alternative modes, means and formats of communication and orientation and
mobility skills, and facilitating peer support and mentoring; R5
(b) Facilitating the learning of sign language and the promotion of the
linguistic identity of the deaf community;
(c) Ensuring that the education of persons, and in particular children, who are
blind, deaf or deafblind, is delivered in the most appropriate languages and
modes and means of communication for the individual, and in environments which
maximise academic and social development. R5
1.4 In order to help ensure the realisation of this right, States Parties shall
take appropriate measures to employ teachers, including teachers with
disabilities, who are qualified in sign language and/or Braille, and to train
professionals and staff who work at all levels of education. Such training shall
incorporate disability awareness and the use of appropriate augmentative and
alternative modes, means and formats of communication, educational techniques
and materials to support persons with disabilities. R6
1.5 States Parties shall ensure that persons with disabilities are able to
access general tertiary education, vocational training, adult education and
lifelong learning without discrimination and on an equal basis with others. To
this end, States Parties shall ensure that reasonable accommodation is provided
to persons with disabilities. R6
2 Declaration of Needs and Characteristics
2.1 Blind and partially-sighted infants and young children and their parents
need the active and continuing support of qualified professional staff who are
able to provide counselling, emotional support, and advise on the social,
psychological, physical and educational development of infants and children with
visual disabilities. These staff should also ensure that families are provided
with any resources that are required because of visual and other disabilities.
Early identification, diagnosis and referral to agencies that can offer this
service are crucial to long term optimum academic and social development.
2.2 In all schools and teaching situations blind and partially-sighted pupils
and students require all teaching materials, including text books and teachers'
presentations to be provided in accessible formats of their choice.
2.3 Appropriate support from suitably qualified professional staff is required
by blind and partially-sighted pupils and students to understand and work with
graphical materials and concepts, participate fully in practical course work and
in sporting and leisure activities.
2.4 Blind and partially-sighted pupils and students require skilled support and
accommodations to participate fully in non-curricular school and college
activities of their choice.
2.5 Blind and partially-sighted pupils and students need to have the opportunity
to socialise and interact with other blind, partially-sighted and sighted
children of a similar age, to learn from each other and share experiences.
2.6 To enable blind and partially-sighted pupils and students to overcome the
communication and information deficits that arise from visual loss, they require
equipment and access technology that is relevant to their studies and visual
disability. This equipment may be required in the educational establishment, as
well as the home or other place of study. Pupils and students will also require
training and support relating to this equipment and technology.
2.7 Blind and partially-sighted pupils and students need to study in buildings
that are designed, built, furnished and equipped to conform to the accessibility
standards and guidelines referred to in Article 9, Accessibility. Blind and
partially-sighted pupils and students also have individual accessibility needs,
for example task lighting, which must be accommodated.
2.8 Blind and partially-sighted students and pupils require the same access to
the range of subjects and curricula that are available to their contemporaries.
They have the right to expect the support, equipment and technology required to
enable the same academic outcomes as other pupils and students of comparable
ability and motivation.
2.9 Visual loss means that it often takes blind and partially-sighted pupils and
students longer to perform the same academic tasks as other students of
comparable ability. Blind and partially-sighted pupils and students consequently
need appropriate additional time and other necessary special conditions (such as
additional lighting or computer equipment) to undertake assessments and
examinations on an equal basis with other students and pupils. Examination and
assessment materials are required in the pupils' and students' format of choice.
2.10 Blind and partially-sighted pupils and students need to be able to submit
their written, examined and assessed work in the format of their choice to
ensure parity with other students.
2.11 Blind and partially-sighted students need to learn to read and write
Braille, including Braille notations for music, science, mathematics and
languages, and/or to optimise the use of residual sight to read large print and
to acquire the skills required to utilise information and communication
technologies via the application of access technologies to reduce or eliminate
the information, communication and educational barriers created by visual loss.
2.12 Blind and partially-sighted students and pupils also need to learn daily
living and travel skills and techniques to enable them to live independent and
inclusive lives in the community. The teaching of these specialist subjects
needs to take place throughout primary and secondary education, as an integral
aspect of physical, academic and social education and be consonant with the
developmental status of pupils and students.
2.13 Blind and partially-sighted pupils and students may experience difficulties
in travelling to school or college. This may be because of public transport
issues, aspects of personal risk or safety or because heavy Braille books and/or
equipment has to be transported. Personal transport between home and the place
of learning may therefore be needed without additional cost to the pupil/student
or family.
2.14 The ability of blind and partially-sighted people to lead inclusive lives
in the community depends largely on their capacity to obtain and retain
employment. The acquisition of educational and vocational qualifications
consistent with abilities is crucial. It is therefore essential that blind and
partially-sighted people have the opportunity, the support and the accommodation
they require to successfully undertake tertiary educational and vocational
courses throughout their lives, and especially on completion of formal secondary
education.
2.15 The needs and rights of blind and partially-sighted pupils and students can
often be met in inclusive settings, providing that the range and quality of
required support is provided in physical, academic and social environments that
are fully accessible and that due accommodations are made. However, there will
be some blind and partially-sighted pupils and students, who, perhaps because of
the nature and extent of additional disabilities, will require education in
special settings, to ensure their specific needs and characteristics are catered
for, thereby ensuring their optimum social and academic development. Whether
education is provided in inclusive or specialist settings, the rights and needs
set out in paragraphs 1 through 14 above must be met.
3 Important Aspects of Convention Text
3.1 Convention text - R1 2(b) Persons with disabilities can access an inclusive,
quality and free primary education and secondary education on an equal basis
with others in the communities in which they live.
3.2 Convention text - R2 2(c) Reasonable accommodation of the individual’s
requirements is provided.
3.3 Convention text - R3 2(d) Persons with disabilities receive the support
required, within the general education system, to facilitate their effective
education.
3.4 Convention text - R4 2(e) Effective individualised support measures are
provided in environments that maximise academic and social development,
consistent with the goal of full inclusion.
3.5 Requirement - In all schools attended by blind and partially-sighted people,
study course materials, relevant text and reference books must be provided in
accessible formats of the students' choice.
3.6 Requirement - Appropriate support must be given to enable blind and
partially-sighted pupils and students to understand and work with graphical
materials and concepts, participate fully in practical course work and in
physical, sporting and leisure activities.
3.7 Requirement - Blind and partially-sighted pupils and students must be
enabled to participate fully in all aspects of life of the educational
establishment. This includes extra curricula, extra mural and recreational
activities.
3.8 Requirement - Blind and partially-sighted pupils and students must be
provided with, and trained to use the equipment and access technology they
require to accomplish their studies. This equipment may be required in the
educational establishment, as well as the home and other place of study.
3.9 Requirement - Buildings must be designed, built, furnished and equipped to
conform to the accessibility standards and guidelines referred to in Article 9,
Accessibility. Individual accessibility needs, for example task lighting, must
also be accommodated.
3.10 Requirement - Blind and partially-sighted students and pupils must have the
same access to the full range of subjects and curricula as all other students at
educational establishments.
3.11 Requirement - Blind and partially-sighted pupils and students should be
given appropriate additional time and other necessary conditions to undertake
assessments and examinations on an equal basis with other students and pupils.
Examinations and assessment materials must be provided in the pupils' or
students' format of choice.
3.12 Requirement - Blind and partially-sighted pupils and students must be able
to submit their written, examined and assessed work in the format of their
choice.
3.13 Requirement - Where necessary, travel to and from the educational
establishment should be provided and funded for blind and partially-sighted
pupils and students.
3.14 Convention text - R5 3. States Parties shall enable persons with
disabilities to learn life and social development skills to facilitate their
full and equal participation in education and as members of the community. To
this end, States Parties shall take appropriate measures, including:
(a) Facilitating the learning of Braille, alternative script, augmentative and
alternative modes, means and formats of communication and orientation and
mobility skills, and facilitating peer support and mentoring;
(c) Ensuring that the education of persons, and in particular children, who are
blind, deaf or deafblind, is delivered in the most appropriate languages and
modes and means of communication for the individual, and in environments which
maximize academic and social development.
3.15 Requirement - To ensure long term optimum academic and social development,
blind and partially-sighted infants and young children and their parents must
have access to the active and continuing support of qualified professional staff
who are able to ensure that families are provided with any additional resources
required because of visual or other disabilities, are able to offer counselling,
emotional support and advise on the social, psychological, physical and
educational development of infants and children with visual disabilities. Early
identification, diagnosis and referral to professional staff that can offer this
service are crucial.
3.16 Requirement - Blind and partially-sighted pupils and students must be
provided with teaching and instruction in subjects and skills appropriate to the
nature and extent of their visual disability and developmental status. This
includes reading and writing Braille, including Braille notations for music,
science, mathematics and languages, optimising the use of residual sight, use of
computers with access technology, keyboard skills, mobility and daily living
skills.
3.17 Convention text - R6 4. In order to help ensure the realisation of this
right, States Parties shall take appropriate measures to employ teachers,
including teachers with disabilities, who are qualified in sign language and/or
Braille, and to train professionals and staff who work at all levels of
education. Such training shall incorporate disability awareness and the use of
appropriate augmentative and alternative modes, means and formats of
communication, educational techniques and materials to support persons with
disabilities.
3.18 Requirement - Teaching staff who work with blind or partially-sighted
pupils or students must have appropriate training and skills to ensure they:
3.19
- Understand pupils' and students' needs and characteristics;
- are able to teach Braille and integrate the teaching of Braille reading and
writing into normal teaching programmes;
- understand how to assist partially-sighted pupils and students to optimise the
use of residual sight in an educational setting;
- can provide the support required to enable students to utilise and access
information and communications technology, equipment and access technology;
- can assist students and pupils to successfully integrate into the social and
cultural life of the educational establishment;
- support pupils and students to participate fully in sporting, leisure,
recreation and non-curricular activities.
3.19 Convention text - R6 5. States Parties shall ensure that persons with
disabilities are able to access general tertiary education, vocational training,
adult education and lifelong learning without discrimination and on an equal
basis with others. To this end, States Parties shall ensure that reasonable
accommodation is provided to persons with disabilities.
3.20 Requirement - Teachers and lecturers must have recourse to expert advice
and support in relation to the needs of student.
3.21 Requirement - Students must have access to the same range of literature and
teaching materials in formats of their choice as other students.
3.22 Requirement - Students must have the resources needed to obtain, maintain
and learn to use the equipment required to address the information and
communication barriers they confront.
3.23 Requirement - Students must receive the support and encouragement needed to
fully participate in all aspects of college and university life.
3.24 Requirement - Appropriate accommodations must be made to enable students to
participate in practical work, complete assignments and sit examinations on
equal terms with their normally sighted peers.
TA
18/12/07