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:

1. Define the right to education
2. Explain the importance of education for persons with disabilities
3. Identify how the rights of persons with disabilities to education have been promoted or denied
4. Understand different perspectives on inclusive and special education
5. Seek strategies to advance the right of persons with disabilities to participate in education
6. Understand the provisions on education in CRPD

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