Page 226 - ตราสารระหว่างประเทศด้านสิทธิมนุษยชนที่ไทยเป็นภาคี : จากเว็บไซต์กระทรวงการต่างประเทศ

2. In realizing 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;

(c) Reasonable accommodation of the individual’s requirements is
provided;

(d) Persons with disabilities receive the support required, within the
general education system, to facilitate their effective education;

(e) Effective individualized support measures are provided in
environments that maximize academic and social development, consistent with
the goal of full inclusion.

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;

(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 maximize academic and social development.

4. In order to help ensure the realization 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.

– 17 –