Innovative Policies 2016 concern different aspects of Article 24 of the CRPD – Inclusive education: Access to early childhood, primary, secondary and tertiary education. And of CRPD Article 9 – Accessibility, in particular its focus on inclusive and accessible information and communication technologies.


Brazil’s billion dollar National Plan for Inclusive Education

13,360 new multifunctional classrooms meeting special education needs and 20 sign language courses were created.


MAIS EDUCACAO. Escola Municipal Teodoro Sampaio. Na foto, Nubia dos Santos Silva


National Plan of Rights of Persons with Disabilities ‘Living without Limit’

Inclusive Education cannot be provided in a vacuum. Rather, it takes many forms of support, including physically accessible education infrastructures, school transport, assistive devices, knowledgeable teachers, and – importantly – cash support for deprived parents and their out-of-school children. In a comprehensive and ambitious manner, Brazil’s National Plan ‘Living without Limit’ addressed all these issues.


Canada´s New Brunswick forbids segregated education

A student, with her aid, takes part in the cooking class at Leo Hayes High
School in Fredericton.

Policy 322 on Inclusive Education

Canada’s province of New Brunswick adopted a legally-binding policy on Inclusive Education in 2013, setting out clear and easy to follow requirements for all public schools, installing education support teams, and defining Personalized Learning Plans. It forbids segregated settings and targets all children, not only those with disabilities.

Costa Rica

Boosting the employability of Costa Ricans with disabilities

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National Plan for Work Inclusion of People with Disabilities

Costa Rica’s National Plan for Work Inclusion of People with Disabilities comprises various measures to increase access to the open labour market for persons with disabilities countrywide. These include training, targeted employment services, and job intermediation. Initiated in 2012, the Plan has produced positive, quantifiable results.


Access to higher education in Estonia

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Primus Programme

By providing training for entrants, study and career counselling, and scholarships, Estonia’s Primus Programme has successfully acted as a real door-opener for numerous students with disabilities. The programme was funded by the European Social Fund and ended in 2015, but many measures continue to be implemented.


Inclusive Education rolled-out throughout Ghana

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Inclusive Education Policy

Ghana’s Inclusive Education Policy, together with its comprehensive implementation plan (2015–2019), has introduced Inclusive Education in schools countrywide. The programme has expanded from 29 districts in seven regions in 2011 to 48 districts in all ten regions by 2013.


Mandatory minimum standards for education in emergencies

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INEE Minimum Standards for Education: Preparedness, Response, Recovery and INEE Toolkit

Education during emergency situations provides physical, psychosocial, and cognitive protection that can sustain lives. Thanks to the INEE Minimum Standards for Education, which articulate the minimum level of educational quality and access, including for all children with disabilities, the provision of education in emergencies became mandatory worldwide in 2010.

Transatlantic e-Accessibility standards cooperation

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Mandate 376; European Standard on e-Accessibility EN 301 549, Proposed rule for 508 Standards and the 255 Guidelines

Standards for information and communication technologies (ICT) such as the web, e-documents, software, and other communication tools are one of the most powerful means of promoting accessibility. By aligning their accessibility standardisation policies, the United States and European Union can create enormous leverage for accessible technologies and possibly lay the groundwork for an international standard.


Inclusive Education in post-war instability

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Inclusive Education Programme

The Inclusive Education Programme of Iraq’s Region of Kurdistan demonstrates that with the help of inclusive learning materials and staff training early intervention and Inclusive Education, are possible within post-war instability and dire economic conditions.


Universal Design in Irish Tourism Services as a business case

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Irish Standard I.S. 373:2013 on Universal Design for Customer Engagement in Tourism Services

Ireland’s Standard on Universal Design in Tourism Services demonstrates that more accessible customer communications requires neither much staff training or additional cost; indeed, it even provides business benefits such as increased sales by accessible online booking, clarity of menus, and fewer complaints.


In Italy, students with disabilities are not segregated

In Italy, less than one percent of children with disabilities are segregated

Framework Law for the Assistance, Social Inclusion and the Rights of Persons with Disabilities no. 104

Inclusive Education in Italy is not only required by law and thus rights-based but is being implemented throughout the country, sustained by a firm national consensus for full inclusion. Fewer than 1% of all children with special needs are educated in segregated settings.


Changing exclusionary behaviour patterns through advocacy

Young people with and without disabilities playing together.


UNICEF Montenegro’s “It’s about Ability” programme – a nationwide campaign from 2010 to 2014 – significantly improved the attitudes of Montenegrins towards Inclusive Education. Whereas in 2010 only 35% of the population found it acceptable for a child with a disability to attend the same class as their own non-disabled child, this figure increased to 78% in 2015.

United States

Promoting school readiness and a head start for all

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Head Start Programme

Early childhood is the most critical phase of a child’s development. The USA’s Head Start programme, which promotes school readiness of children under five from mainly low-income families, is required to offer inclusive early childhood services and, since 2007, is mandated to ensure that at least 10% of enrolees are children with disabilities.