CRPD/C/GC/4, 1620881E.docx (ENGLISH)

CRPD/C/GC/4, 1620881C.docx (CHINESE)

United Nations

联 合 国

CRPD/C/GC/4

CRPD/C/GC/4

Convention on the Rights of Persons with Disabilities

残疾人权利公约

Distr.: General

Distr.: General

25 November 2016

25 November 2016

Original: English

Original: English

Committee on the Rights of Persons with Disabilities

残疾人权利委员会

General comment No. 4 (2016) on the right to inclusive education

关于包容性教育权的第4(2016)号一般性意见

I.

一.

Introduction

导言

1.

1.

Historically viewed as welfare recipients, persons with disabilities are now recognized under international law as rights holders with a claim to the right to education without discrimination and on the basis of equal opportunities.

残疾人曾被视为福利接受者，如今被国际法认可为权利享有者，可要求在不受歧视和与他人平等的基础上享有受教育权。

The Convention on the Rights of the Child (1989), the World Declaration on Education for All (1990), the Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993) and the Salamanca statement and framework for action (1994) all include measures testifying to the growing awareness and understanding of the right of persons with disabilities to education.

《儿童权利公约》(1989年)、《世界全民教育宣言》(1990年)、《残疾人机会均等标准规则》(1993年)以及《萨拉曼卡声明和行动纲要》(1994年)都载有表明对残疾人受教育权的理解和认识日益加深的措施。

2.

2.

Recognition of inclusion as the key to achieving the right to education has strengthened over the past 30 years and is enshrined in the Convention on the Rights of Persons with Disabilities, the first legally binding instrument to contain a reference to the concept of quality inclusive education.

包容性是实现受教育权的关键这一理念30年来有所加强，并且载入了《残疾人权利公约》，这是第一份提到高质量包容性教育概念的具有法律约束力的文书。

Sustainable Development Goal 4 too affirms the value of inclusive, quality and equitable education.

可持续发展目标4也申明了包容、优质和公平教育的价值。

Inclusive education is central to achieving high-quality education for all learners, including those with disabilities, and for the development of inclusive, peaceful and fair societies.

包容性教育是让所有学生――包括残疾学生――获得高质量教育的关键，也是发展包容、和平和公正社会的关键。

Furthermore, there is a powerful educational, social and economic case to be made.

此外，还有教育、社会和经济方面的有力理由。

As reflected in the report of the Office of the United Nations High Commissioner for Human Rights on the thematic study on the right of persons with disabilities to education, only inclusive education can provide both quality education and social development for persons with disabilities, and a guarantee of universality and non-discrimination in the right to education.

正如联合国人权事务高级专员办事处关于残疾人受教育权的专题研究报告所反映的，只有包容性教育才能为残疾人提供优质教育和社会发展，才能保证受教育权的普遍性和不歧视。

3.

3.

Despite the progress achieved, however, the Committee is concerned that profound challenges persist.

尽管取得了进展，但委员会感到关切的是，深刻挑战依然存在。

Many millions of persons with disabilities continue to be denied the right to education and for many more education is available only in settings where persons with disabilities are isolated from their peers and where the education they receive is of an inferior quality.

数百万残疾人继续被剥夺受教育权，更多的残疾人不能与非残疾人一同接受教育，且针对残疾人的教育质量较低。

4.

4.

Barriers that impede access to inclusive education for persons with disabilities can be attributed to multiple factors, including:

阻碍残疾人获得包容性教育的障碍可归结为多个因素，包括：

(a)

(a)

The failure to understand or implement the human rights model of disability, according to which barriers within the community and society, rather than personal impairments, exclude persons with disabilities;

不理解或没有执行残疾问题的人权模式，该模式认为，将残疾人排除在外的是社区和社会中的障碍，而不是个人缺陷；

(b)

(b)

Persistent discrimination against persons with disabilities, compounded by the isolation of those still living in long-term residential institutions, and low expectations about those in mainstream settings, allowing prejudices and fear to escalate and remain unchallenged;

对残疾人存在长期歧视，那些仍然生活在长期照料机构的残疾人被隔离导致歧视加剧，对主流环境中的残疾人期望低，导致偏见和恐惧升级且始终无人质疑；

(c)

(c)

Lack of knowledge about the nature and advantages of inclusive and quality education and diversity, including regarding competitiveness, in learning for all;

不了解全民教育中包容性和高质量教育以及多样性的性质和优势，包括在竞争力方面的优势；

lack of outreach to all parents;

缺乏与所有父母的沟通；

and lack of appropriate responses to support requirements, leading to misplaced fears and stereotypes that inclusion will cause a deterioration in the quality of education or otherwise have a negative impact on others;

缺乏对支助要求的适当回应，导致不应有的恐惧和成见，认为包容性将导致教育质量下降或对他人造成其他负面影响；

(d)

(d)

Lack of disaggregated data and research (both of which are necessary for accountability and programme development), which impedes the development of effective policies and interventions to promote inclusive and quality education;

缺乏分类数据和研究(二者均为问责和制定方案所必需)，妨碍了为促进包容和优质教育制定有效的政策和干预措施；

(e)

(e)

Lack of political will, technical knowledge and capacity in implementing the right to inclusive education, including insufficient education of all teaching staff;

缺乏落实包容性教育权的政治意愿、技术知识和能力，包括所有教职员工的受教育程度不高；

(f)

(f)

Inappropriate and inadequate funding mechanisms to provide incentives and reasonable accommodations for the inclusion of students with disabilities, interministerial coordination, support and sustainability;

缺乏适当和健全的供资机制，不能为接纳残疾学生、部际协调、支持和可持续性提供激励和合理便利；

(g)

(g)

Lack of legal remedies and mechanisms to claim redress for violations.

缺乏法律补救办法和机制，就侵犯人权行为寻求补救。

5.

5.

States parties to the Convention on the Rights of Persons with Disabilities must have regard for the underlying general principles of the Convention in all measures taken to implement inclusive education and must ensure that both the process and outcomes of developing an inclusive education system comply with article 3.

《残疾人权利公约》缔约国在采取任何措施实施包容性教育时，都必须考虑《公约》的基本原则，必须确保发展包容性教育体系的过程和结果均符合第三条。

6.

6.

The present general comment is applicable to all persons with actual or perceived disabilities.

本一般性意见适用于所有实际或被认为的残疾人。

The Committee recognizes that some groups are more at risk of exclusion from education than others, such as: persons with intellectual disabilities or multiple disabilities, persons who are deafblind, persons with autism or persons with disabilities in humanitarian emergencies.

委员会承认，某些人群更容易被剥夺受教育机会，例如智力残疾者或多重残疾者、盲聋人、自闭症患者或处于人道主义紧急状况中的残疾人。

7.

7.

Consistent with article 4 (3), States parties must consult with and actively involve persons with disabilities, including children with disabilities, through their representative organizations, in all aspects of planning, implementation, monitoring and evaluation of inclusive education policies.

根据第四条第三款，缔约国在拟定、实施、监督和评估包容性教育政策时，必须通过代表残疾人的组织，与残疾人――包括残疾儿童――密切协商，使他们积极参与。

Persons with disabilities and, when appropriate, their families, must be recognized as partners and not merely recipients of education.

必须将残疾人――适当时包括他们的家人――视为合作伙伴，而不仅仅是教育的接受者。

II.

二.

Normative content of article 24

第二十四条的规范性内容

8.

8.

In accordance with article 24 (1), States parties must ensure the realization of the right of persons with disabilities to education through an inclusive education system at all levels, including preschool, primary, secondary and tertiary education, vocational training and lifelong learning, extracurricular and social activities, and for all students, including persons with disabilities, without discrimination and on an equal basis with others.

根据第二十四条第一款，缔约国必须确保通过包容性教育体系，实现残疾人的受教育权，该体系贯穿各个阶段，包括学前、小学、中学和大学教育、职业培训和终身学习、课外活动和社会活动，让所有学生，包括残疾学生，在不受歧视和与其他人平等的基础上享有受教育权。

9.

9.

Ensuring the right to inclusive education entails a transformation in culture, policy and practice in all formal and informal educational environments to accommodate the differing requirements and identities of individual students, together with a commitment to removing the barriers that impede that possibility.

确保包容性教育权需要改变所有正式和非正式教育环境的文化、政策和做法，照顾到每个学生的不同要求和身份，并致力于消除阻碍这种可能性的障碍。

It involves strengthening the capacity of the education system to reach out to all learners.

这需要加强教育系统接纳所有学生的能力。

It focuses on the full and effective participation, accessibility, attendance and achievement of all students, especially those who, for different reasons, are excluded or at risk of being marginalized.

它侧重所有学生――特别是因不同原因被排除在外或有可能被边缘化的学生――充分和有效的参与、无障碍、出勤率和学习成绩。

Inclusion involves access to and progress in high-quality formal and informal education without discrimination.

包容性意味着不受歧视地接受高质量的正规和非正规教育并不断进步。

Inclusion seeks to enable communities, systems and structures to combat discrimination, including harmful stereotypes, recognize diversity, promote participation and overcome barriers to learning and participation for all by focusing on the well-being and success of students with disabilities.

包容性力求使社区、系统和结构能够消除歧视，包括有害的成见，承认多样性，促进参与，以及通过强调残疾学生的福祉和成功，为全民学习和参与扫除障碍。

It requires an in-depth transformation of education systems in legislation, policy and the mechanisms for financing, administering, designing, delivering and monitoring education.

这需要从法律和政策上深入改革教育体系，改革教育的筹资、管理、设计、交付和监督机制。

10.

10.

Inclusive education is to be understood as:

包容性教育应理解为：

(a)

(a)

A fundamental human right of all learners.

所有学习者的基本人权。

Notably, education is the right of the individual learner and not, in the case of children, the right of a parent or caregiver.

值得注意的是，受教育是每个学习者的权利，就儿童而言，不是他们的父母或照料者的权利。

Parental responsibilities in this regard are subordinate to the rights of the child;

父母在这方面的责任从属于儿童的权利；

(b)

(b)

A principle that values the well-being of all students, respects their inherent dignity and autonomy, and acknowledges individuals’ requirements and their ability to effectively be included in and contribute to society;

一项原则，即重视所有学生的福祉，尊重他们的固有尊严和自主性，承认个人需求和他们有效融入社会并为社会做贡献的能力；

(c)

(c)

A means of realizing other human rights.

实现其他人权的手段。

It is the primary means by which persons with disabilities can lift themselves out of poverty, obtain the means to participate fully in their communities and be safeguarded from exploitation.

它是残疾人摆脱贫困、充分参与社区生活和免受剥削的主要途径。

It is also the primary means of achieving inclusive societies;

它也是实现包容性社会的主要途径；

(d)

(d)

The result of a process of continuing and proactive commitment to eliminating barriers impeding the right to education, together with changes to culture, policy and practice of regular schools to accommodate and effectively include all students.

持续、积极地致力于消除受教育权方面的障碍，同时改变普通学校的文化、政策和做法以接收和有效纳入所有学生的结果。

11.

11.

The Committee highlights the importance of recognizing the differences between exclusion, segregation, integration and inclusion.

委员会强调，必须认识到排斥、隔离、融合和包容之间的区别。

Exclusion occurs when students are directly or indirectly prevented from or denied access to education in any form.

排斥指直接或间接地阻止或拒绝让学生获得任何形式的教育。

Segregation occurs when the education of students with disabilities is provided in separate environments designed or used to respond to a particular impairment or to various impairments, in isolation from students without disabilities.

隔离指与非残疾学生分开，在单独的环境为残疾学生提供教育，这种环境的设计或应用是为了应对特定的残疾或多种残疾。

Integration is the process of placing persons with disabilities in existing mainstream educational institutions with the understanding that they can adjust to the standardized requirements of such institutions.

融合是将残疾人安置在现有主流教育机构中的过程，前提是他们能够适应这类机构的标准化要求。

Inclusion involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and the environment that best corresponds to their requirements and preferences.

包容是一个系统的改革过程，包括调整内容、教学方法、教育理念、结构和战略，以克服障碍，希望向同年龄段的所有学生提供公平和参与式的学习经历，以及最符合其需要和喜好的环境。

Placing students with disabilities within mainstream classes without accompanying structural changes to, for example, organization, curriculum and teaching and learning strategies, does not constitute inclusion.

将残疾学生安置在主流课堂而不辅以结构改革，例如组织、课程和教学战略上的调整，谈不上包容。

Furthermore, integration does not automatically guarantee the transition from segregation to inclusion.

此外，融合未必能保证从隔离向包容过渡。

12.

12.

The core features of inclusive education are:

包容性教育的核心特征是：

(a)

(a)

A “whole systems” approach: education ministries must ensure that all resources are invested in advancing inclusive education and in introducing and embedding the necessary changes in institutional culture, policies and practices;

“全系统”方针：教育部必须确保所有资源都用于推进包容性教育，并对机构文化、政策和做法引入和纳入必要的调整；

(b)

(b)

A “whole educational environment”: the committed leadership of educational institutions is essential for introducing and embedding the culture, policies and practices needed to achieve inclusive education at all levels and in all areas, including in classroom teaching and relationships, board meetings, teacher supervision, counselling services and medical care, school trips, budgetary allocations, any interaction with the parents of learners with and without disabilities and, when applicable, the local community or wider public;

“整个教育环境”：教育机构的坚定领导对于在所有层面和所有领域引入和纳入实现 包容性教育所需的文化、政策和做法至关重要，这些领域包括课堂教学和师生关系、校董会议、教师监督、咨询服务和医疗保健、学校旅行、预算拨款，与残疾和非 残疾学生的家长――如适用，与当地社区或更广泛的公众――的任何互动；

(c)

(c)

A “whole person” approach: recognition is given to the capacity of every person to learn, and high expectations are established for all learners, including learners with disabilities.

“整个人”方针：承认人人具有学习能力，对所有学生，包括残疾学生都抱有较高期望。

Inclusive education offers flexible curricula and teaching and learning methods adapted to different strengths, requirements and learning styles.

包容性教育提供适应不同优势、要求和学习方式的灵活的课程和教学方法。

This approach implies the provision of support, reasonable accommodation and early intervention so that all learners are able to fulfil their potential.

这一方针意味着提供支助、合理便利和早期干预，使所有学生都能发挥潜力。

The focus is on learners’ capacities and aspirations rather than on content when planning teaching activities.

在规划教学活动时，侧重学生的能力和愿望，而不是教学内容。

The “whole person” approach aims at ending segregation within educational settings by ensuring inclusive classroom teaching in accessible learning environments with appropriate supports.

“整个人”方针旨在通过确保在无障碍的学习环境中提供包容性的课堂教学，辅以适当支持，以结束教育环境中的隔离。

The education system must provide a personalized educational response, rather than expect students to fit the system;

教育系统必须提供个性化的教育对策，而不是指望学生适应系统；

(d)

(d)

Supported teachers:

教师支助：

all teachers and other staff receive the education and training they need to give them the core values and competencies to accommodate inclusive learning environments, which include teachers with disabilities.

所有教师和其他工作人员均接受所需教育和培训，使他们具备适应包容性学习环境(其中包括残疾教师)的核心价值观和能力。

An inclusive culture provides an accessible and supportive environment that encourages working through collaboration, interaction and problem-solving;

包容性文化提供了一个无障碍和扶持型的环境，鼓励通过协作、互动和解决问题开展工作；

(e)

(e)

Respect for and value of diversity: all members of the learning community are equally welcome and must be shown respect for diversity irrespective of disability, race, colour, sex, language, linguistic culture, religion, political or other opinion, national, ethnic, indigenous or social origin, property, birth, age or other status.

尊重多样性和多样性的价值：对所有学生表示同样的欢迎，并且不论其残疾状况、种族、肤色、性别、语言、语言文化、宗教，政治或其他见解、民族、族裔、土著或社会出身、财产、出生、年龄或其他身份，尊重他们的多样性。

All students must feel valued, respected, included and listened to.

必须让所有学生感到受到珍视和尊重、被接纳并有人倾听他们的意见。

Effective measures to prevent abuse and bullying are in place.

采取了防止虐待和欺凌的有效措施。

Inclusion takes an individual approach to students;

包容性对学生采取因人而异的方针；

(f)

(f)

A learning-friendly environment:

有利于学习的环境：

inclusive learning environments are accessible environments where everyone feels safe, supported, stimulated and able to express themselves and where there is a strong emphasis on involving students in building a positive school community.

包容性学习环境指每个人都感到安全、得到支持、有动力和能够表达意见的无障碍环境，这种环境强调让学生参与建立一个积极的校园环境。

Recognition is afforded to the peer group in learning, building positive relationships, friendships and acceptance;

对同龄群体在学习、建立积极关系、友谊和接纳方面的作用予以肯定；

(g)

(g)

Effective transitions:

有效过渡：

learners with disabilities receive support to ensure the effective transition from learning at school to vocational and tertiary education and, finally, to work.

为残疾学生提供支助，确保从学校学习到职业和高等教育，并最终到工作的有效过渡。

Learners’ capacities and confidence are developed and learners receive reasonable accommodation, are treated with equality in assessments and examination procedures, and their capacities and attainments are certified on an equal basis with others;

学生的能力和信心得到加强，获得合理便利，在评估和考核程序中得到平等对待，他们的能力和成绩在与他人平等的基础上得到认证；

(h)

(h)

Recognition of partnerships: teacher associations, student associations and federations, organizations of persons with disabilities, school boards, parent-teacher associations and other functioning school support groups, both formal and informal, are all encouraged to increase understanding and knowledge of disability.

肯定伙伴关系的作用：鼓励教师协会、学生协会和联合会、残疾人组织、学校董事会、家长-教师联合会以及其他正式或非正式的学校支助团体增强对残疾问题的认识和了解。

The involvement of parents or caregivers and the community is viewed as an asset that contributes resources and strengths.

父母或照料者以及社区的参与被视为一种优势，因为贡献了资源和力量。

The relationship between the learning environment and the wider community must be recognized as a route towards inclusive societies;

必须承认学习环境与更广泛的社区之间的关系是实现包容性社会的途径；

(i)

(i)

Monitoring: as a continuing process, inclusive education must be monitored and evaluated on a regular basis to ensure that neither segregation nor integration are taking place, either formally or informally.

监测：包容性教育是一个持续的进程，必须定期监测和评估，以保证没有出现正式或非正式的隔离或融合。

According to article 33, monitoring should involve persons with disabilities, including children and persons with intensive support requirements, through their representative organizations, as well as parents or caregivers of children with disabilities, where appropriate.

根据第三十三条，参与监测的应该有残疾人，包括残疾儿童和需要高强度支持的人(通过其代表组织参与监测)，在适当的情况下，还包括残疾儿童的父母或照料者。

Disability-inclusive indicators must be developed and used in a manner consistent with the 2030 Agenda for Sustainable Development.

必须以符合《2030年可持续发展议程》的方式，制定和使用兼顾残疾人的指标。

13.

13.

Consistent with the Convention against Discrimination in Education of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and in order to give effect to article 24 (1) of the Convention on the Rights of Persons with Disabilities, States parties must ensure that the right to education is assured without discrimination and on the basis of equality of opportunity.

按照联合国教育、科学及文化组织《取缔教育歧视公约》，为落实《残疾人权利公约》第二十四条第一款，缔约国必须确保受教育权在不受歧视和机会平等的基础上得到保障。

States parties must prohibit all discrimination on the basis of disability and guarantee to all persons with disabilities equal and effective protection against discrimination on all grounds.

缔约国应当禁止一切基于残疾的歧视，保证所有残疾人获得平等和有效的保护，不受到基于任何原因的歧视。

Persons with disabilities can experience intersectional discrimination on the basis of disability, gender, religion, legal status, ethnic origin, age, sexual orientation or language.

残疾人可能受到基于残疾、性别、宗教、法律地位、族裔出身、年龄、性取向或语言的交叉歧视。

In addition, parents, siblings and other relatives can also experience discrimination on grounds of disability by association.

此外，父母、兄弟姐妹和其他亲属也可能因为家里有残疾人而受到歧视。

The measures needed to address all forms of discrimination include identifying and removing legal, physical, communication and linguistic, social, financial and attitudinal barriers within educational institutions and the community.

应对一切形式的歧视需采取的措施包括：查明和消除教育机构和社区中的法律障碍、有形障碍、沟通和语言障碍、社会障碍、资金障碍和态度上的障碍。

The right to non-discrimination includes the right not to be segregated and to be provided with reasonable accommodation and must be understood in the context of the duty to provide accessible learning environments and reasonable accommodation.

不受歧视的权利包括有权不被隔离和获得合理便利，必须结合提供无障碍学习环境和合理便利的义务加以理解。

14.

14.

Situations of armed conflict, humanitarian emergencies and natural disasters have a disproportionate impact on the right to inclusive education.

武装冲突局势、人道主义紧急情况和自然灾害对包容性教育权影响尤甚。

States parties should adopt inclusive disaster risk reduction strategies for comprehensive school safety and security in emergencies that are sensitive to learners with disabilities.

缔约国应采取包容性的减少灾害风险战略，照顾残疾学生的特殊需要，以保障学校在紧急情况下的全面安全和安保。

Temporary learning environments in such contexts must ensure the right of persons with disabilities, in particular children with disabilities, to education on the basis of equality with others.

在这种情况下，临时学习环境必须确保残疾人、特别是残疾儿童在与其他人平等的基础上接受教育的权利。

They must include accessible educational materials, school facilities, counselling and access to training in the local sign language for deaf learners.

临时学习环境必须包括无障碍的教材、学校设施和辅导，并为为聋人学生提供当地手语的培训机会。

In accordance with article 11 of the Convention on the Rights of Persons with Disabilities, and given the heightened risk of sexual violence in such settings, measures must be taken to ensure that learning environments are safe and accessible for women and girls with disabilities.

按照《残疾人权利公约》第十一条，并鉴于这种情况下性暴力风险增加，必须采取措施，确保学习环境对于残疾妇女和女童安全、无障碍。

Learners with disabilities must not be denied access to educational establishments on the basis that evacuating them in emergency situations would be impossible, and reasonable accommodation must be provided.

不得以紧急情况下疏散困难为由，拒绝让残疾学生入学，相反，必须提供合理便利。

15.

15.

For article 24 (1) (a) to be realized, and in line with the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights and the Convention on the Rights of the Child, education must be directed at the full development of the human potential and sense of dignity and self-worth, and the strengthening of respect for human rights and human diversity.

要想落实第二十四条第一款(a)项，按照《世界人权宣言》、《经济、社会及文化权利国际公约》和《儿童权利公约》，教育必须旨在充分开发人的潜力，培养自尊自重意识，加强对人权和人类多样性的尊重。

States parties must ensure that education conforms to the aims and objectives of the International Covenant on Economic, Social and Cultural Rights as interpreted in the light of the World Declaration on Education for All (art. 1), the Convention on the Rights of the Child (art. 29 (1)), the Vienna Declaration and Programme of Action (Part I, para. 33, and Part II, para. 80) and the Plan of Action for the United Nations Decade for Human Rights Education (para. 2).

缔 约国必须确保教育致力于实现《经济、社会及文化权利国际公约》的宗旨和目标，其含义应结合 《世界全民教育宣言》(第1条)、《儿童权利公约》(第29条第1款)、《维也纳宣言和行动纲领》(第一部分第33段和第二部分第80段)以及《联合国人 权教育十年行动计划》(第2段)解释。

These texts include additional elements such as references to gender equality and respect for the environment.

这些案文还包含其他要素，例如提到了性别平等和尊重环境。

Ensuring the right to education is a matter of access as well as content, and efforts should be directed at upholding a wide range of values, including understanding and tolerance.

确保受教育权既涉及教育机会也涉及教学内容，应努力维护各种价值观，包括理解和宽容。

Inclusive education must aim at promoting mutual respect and value for all persons and at building educational environments in which the approach to learning, the culture of the educational institution and the curriculum itself reflect the value of diversity.

包容性教育必须力求促进相互尊重和对所有人的重视，并力求建立这样的教育环境，即教学方针、教育机构的文化和课程本身均体现多样性的价值。

16.

16.

For article 24 (1) (b) to be implemented, education should be directed to the development of the personality, talents and creativity of persons with disabilities, as well as of their mental, physical and communicational abilities, to their fullest potential.

要想落实第二十四条第一款(b)项，教育应力求充分发挥残疾人的个性、才能和创造力，以及他们的身心和沟通能力。

The education of persons with disabilities too often focuses on a deficit approach, on their actual or perceived impairment and on limiting opportunities to pre-defined and negative assumptions of their potential.

残疾人教育往往侧重不足，侧重残疾人实际或被认为的缺陷，因为对残疾人潜力有先入为主的负面假设而限制他们的机会。

States parties must support the creation of opportunities to build on the unique strengths and talents of each individual with a disability.

缔约国必须支持创造机会，发挥每一个残疾人特有的长处和才能。

17.

17.

For article 24 (1) (c) to be realized, the aims of education must be directed at enabling persons with disabilities to participate fully and effectively in a free society.

要想落实第二十四条第一款(c)项，教育必须力求让残疾人能够充分、有效地参与到一个自由的社会中。

Recalling article 23 (3) of the Convention on the Rights of the Child, the Committee stresses that, regarding children with disabilities, assistance must be provided to ensure that they have effective access to education in a manner conducive to achieving their fullest possible social integration and individual development.

委员会回顾《儿童权利公约》第23条第3款，强调必须为残疾儿童提供帮助，以确保他们能够切实获得教育，有助于他们尽可能充分地融入社会和实现个人发展。

States parties must recognize that individual support and reasonable accommodation are priority matters and should be free of charge at all compulsory levels of education.

缔约国必须认识到，个人支持和合理便利是优先事项，在义务教育的各个阶段都应当免费。

18.

18.

For article 24 (2) (a) to be implemented, the exclusion of persons with disabilities from the general education system should be prohibited, including through any legislative or regulatory provisions that limit their inclusion on the basis of their impairment or the degree of that impairment, such as by conditioning inclusion on the extent of the potential of the individual or by alleging a disproportionate and undue burden to evade the obligation to provide reasonable accommodation.

要想落实第二十四条第二款(a)项，应当禁止将残疾人排除在普通教育系统之外，包括禁止任何法律法规以残疾或残疾程度为由，限制将残疾人纳入普通教育系统，例如根据个人潜力决定是否纳入，或声称构成过重和不应有的负担，以逃避提供合理便利的义务。

General education means all regular learning environments and the education department.

普通教育指所有常规学习环境和教育部门。

Direct exclusion would be to classify certain students as “non-educable” and thereby ineligible for access to education.

直接排除是指将某些学生划定为“不可教”，因而没有资格获得教育。

Indirect exclusion would be imposing a requirement to pass a common test as a condition for school entry without reasonable accommodations and support.

间接排斥是指将通过统一考试作为入学条件，而不提供合理便利和支助。

19.

19.

For article 4 (1) (b) of the Convention to be implemented, States parties should take all appropriate measures, including legislation, to modify or abolish existing laws, regulations, customs and practices that constitute discrimination against persons with disabilities and that are in violation of article 24.

要想落实《公约》第四条第一款(b)项，缔约国应采取一切适当措施，包括立法措施，以修改或废除构成对残疾人歧视且违反第二十四条的现行法律、法规、习俗和惯例。

Where necessary, discriminatory laws, regulations, customs and practices should be repealed or amended in a systematic and time-bound manner.

如有必要，应在一定的时间内，系统地废除或修订歧视性的法律、法规、习俗和惯例。

20.

20.

For article 24 (2) (b) to be realized, persons with disabilities must have access to inclusive, quality and free primary and secondary education and be able to transition smoothly between the two on an equal basis with others in the communities where they live.

要想落实第二十四条第二款(b)项，必须让残疾人能够获得包容、优质、免费的中小学教育，并且能够在与社区内其他人平等的基础上，顺利地从小学升入中学。

The Committee draws on the recommendation of the Committee on Economic, Social and Cultural Rights that, to fulfil that obligation, the education system must comprise four interrelated features: availability, accessibility, acceptability and adaptability.

委员会借鉴了经济、社会及文化权利委员会的建议，即为了履行这一义务，教育系统必须具有四个相互关联的特征：可得、可及、可接受和可调适。

Availability

可得

21.

21.

Public and private educational institutions and programmes must be available in sufficient quantity and quality.

公立和私立教育机构和方案必须数量够多、质量够好。

States parties must guarantee a broad availability of educational places for learners with disabilities at all levels throughout the community.

缔约国必须确保在整个社会为所有年级的残疾学生广泛提供上学机会。

Accessibility

可及

22.

22.

Consistent with article 9 of the Convention and with the Committee’s general comment No. 2 (2014) on accessibility, educational institutions and programmes must be accessible to everyone, without discrimination.

根据《公约》第九条和委员会关于无障碍问题的第2(2014)号一般性意见，教育机构和方案必须不歧视地面向所有人。

The entire education system must be accessible, including buildings, information and communications tools (comprising ambient or frequency modulation assistive systems), the curriculum, educational materials, teaching methods, assessments and language and support services.

整个教育系统必须无障碍，包括建筑、信息和通信工具(包括环境辅助或调频辅助系统)、课程、教材、教学方法、评估以及语言和支助服务。

The environment of students with disabilities must be designed to foster inclusion and guarantee their equality throughout their education.

残疾学生所处的环境必须设计为促进融入并在整个教育过程中保障他们的平等。

For example, school transportation, water and sanitation facilities (including hygiene and toilet facilities), school cafeterias and recreational spaces should be inclusive, accessible and safe.

例如，学校交通、供水和卫生设施(包括个人卫生和厕所设施)、学校食堂和娱乐场所都应具有包容性、无障碍和安全。

States parties must commit to the prompt introduction of universal design.

缔约国必须承诺从速采用通用设计。

States parties should prohibit and sanction the building of any future education infrastructure that is inaccessible and establish an efficient monitoring mechanism and time frame for rendering all existing education environments accessible.

缔约国应禁止今后修建任何不配备无障碍设施的教育基础设施并予以处罚，并就改造现有教育环境、增加无障碍设施建立有效的监督机制和规定时限。

States parties must also commit to the provision of reasonable accommodation in education environments when so required.

缔约国还必须承诺在收到要求时，在教育环境中提供合理便利。

The universal design approach does not exclude the provision of assistive devices, applications and software to those learners with disabilities who may require them.

通用设计方针不排除向残疾学生提供他们可能需要的辅助器具、应用程序和软件。

Accessibility is a dynamic concept and its application requires periodic regulatory and technical adjustments.

无障碍是一个动态的概念，其适用需要定期的监管和技术调整。

States parties must ensure that the rapid development of innovations and new technologies designed to enhance learning are accessible to all students, including those with disabilities.

缔约国必须确保所有学生，包括残疾学生，都能使用为推动学习而迅速开发的创新产品和新技术。

23.

23.

States parties must invest in the timely development of resources in ink or Braille and in digital formats, including through the use of innovative technology.

缔约国必须进行投资，包括通过采用创新技术，及时制作印刷或盲文教材以及数码教材。

They should also consider developing standards and guidelines for the conversion of printed material into accessible formats and languages and making accessibility a central aspect of education-related procurement.

缔约国还应考虑制定标准和准则，规范如何将印刷材料转换为无障碍格式和语言的材料，并将无障碍化作为教育相关采购的一个重要方面。

The Committee calls upon States parties to urgently ratify and implement the Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired, or Otherwise Print Disabled.

委员会呼吁缔约国批准《关于为盲人、视力障碍者或其他印刷品阅读障碍者获得已出版作品提供便利的马拉喀什条约》。

24.

24.

Accessibility requires that education at all levels be affordable for students with disabilities.

“可及”要求残疾学生能够负担得起各阶段的教育。

Reasonable accommodation should not entail additional costs for learners with disabilities.

合理便利不应对残疾学生产生额外费用。

Compulsory, quality, free and accessible primary education is an immediate obligation.

义务、优质、免费和可及的初等教育是一项直接义务。

In line with the 2030 Agenda for Sustainable Development, States parties must progressively adopt measures to ensure that all children, including children with disabilities, complete free, equitable and quality secondary education and to ensure equal access for all women and men with disabilities to affordable and quality technical, vocational and tertiary education, including university, and lifelong learning.

按照《2030年可持续发展议程》，缔约国必须逐步采取措施，确保所有儿童，包括残疾儿童，能够完成免费、公平和优质的中学教育，确保所有残疾男女平等地获得优质且负担得起的技术、职业或高等教育，包括大学教育和终身学习。

States parties must ensure that persons with disabilities are able to access education in both public and private academic institutions on an equal basis with others. Acceptability

缔约国还必须保证残疾人能够在与他人平等的基础上，在公立和私立学校接受教育。

25.

25.

Acceptability is the obligation to design and implement all education-related facilities, goods and services taking fully into account and respecting the requirements, cultures, views and languages of persons with disabilities.

可接受是一项义务，即设计和提供与教育有关的一切设施、商品和服务时，必须充分考虑并尊重残疾人的要求、文化、意见和语言。

The form and substance of education provided must be acceptable to all.

教育的形式和内容必须为所有方面接受。

States parties must adopt affirmative action measures to ensure that education is of good quality for all.

缔约国必须采取平权行动措施，确保对所有人的教育都是高质量的。

Inclusion and quality are reciprocal: an inclusive approach can make a significant contribution to the quality of education.

包容与质量相互促进：包容性方针可以大大提高教育质量。

Adaptability

可调适

26.

26.

The Committee encourages States parties to adopt the universal design for learning approach, which consists of a set of principles providing teachers and other staff with a structure for creating adaptable learning environments and developing instruction to meet the diverse needs of all learners.

委员会鼓励缔约国就学习采取通用设计方针，该方针包括这样一套原则： 让教师和其他教职人员可以创造可调适的学习环境，制定符合每个学生不同需要的教学方案。

It recognizes that each student learns in a unique manner and involves: developing flexible ways to learn, creating an engaging classroom environment;

这种方针承认每个学生有自己特定的学习方式，内容包括制订灵活的学习方式，创造让学生积极参与的课堂环境；

maintaining high expectations for all students while allowing for multiple ways to meet expectations;

对所有学生抱有较高期望，同时允许以多种方式达到期望；

empowering teachers to think differently about their own teaching;

让教师能够对自身的教学持有不同见解；

and focusing on educational outcomes for all, including persons with disabilities.

重视所有人、包括残疾人的学习成绩。

Curricula must be conceived, designed and implemented in such a way as to meet and adjust to the requirements of every student, and provide appropriate educational responses.

课程的构思、设计和教授必须适应和满足每个学生的要求，并提供适当的教育对策。

Standardized assessments must be replaced with flexible and multiple forms of assessments and the recognition of individual progress towards broad goals that provide alternative routes for learning.

必须以灵活和多种形式的评估取代标准化评估，还必须认可个人朝着总体目标取得的进展，这些目标提供了另外的学习道路。

27.

27.

In accordance with article 24 (2) (b) of the Convention, persons with disabilities must be able to attend primary and secondary schools in the communities where they live.

根据《公约》第二十四条第二款(b)项，必须让残疾人能够进入他们所在社区的小学和中学学习。

Students should not be sent away from home.

不应让学生在离家很远的地方上学。

The educational environment must be within safe physical reach for persons with disabilities and include safe and secure means of transportation;

教育环境必须处于残疾学生能够安全到达的范围内，并且有安全、可靠的交通方式；

alternatively, it must be accessible through information and communications technologies.

或者，必须能够通过信息和通信技术获得教育。

However, States parties should avoid relying exclusively on technology as a substitute for the direct involvement of students with disabilities and interaction with teachers and role models within the educational environment.

不过，缔约国应避免完全依赖技术，代替残疾学生的直接参与以及在教育环境中与教师和模范生的互动。

Active participation with other students, including siblings of learners with disabilities, is an important component of the right to inclusive education.

与其他学生、包括残疾学生的兄弟姐妹积极接触，是包容性教育权的一个重要组成部分。

28.

28.

In accordance with article 24 (2) (c), States parties must provide reasonable accommodation to enable individual students to have access to education on an equal basis with others.

根据第二十四条第二款(c)项，缔约国必须提供合理便利，使每个学生都有机会在与其他人平等的基础上接受教育。

“Reasonableness” is understood as the result of a contextual test that involves an analysis of the relevance and the effectiveness of the accommodation and the expected goal of countering discrimination.

“合理”被认为是情景测试的结果，该测试分析所提供便利的相关性和有效性，以及消除歧视的预期目标。

The availability of resources and financial implications is recognized when assessing disproportionate burden.

评估负担是否过度时，考虑现有资源和所涉经费。

The duty to provide reasonable accommodation is enforceable from the moment a request for such accommodation is made.

提供合理便利的义务自要求提供这类便利之时起，便可强制执行。

Policies that commit to reasonable accommodation must be adopted at the national, local and educational institution levels, and at all levels of education.

必须在国家、地方和教育机构一级以及各教育阶段推行承诺合理便利的政策。

The extent to which reasonable accommodation is provided must be considered in the light of the overall obligation to develop an inclusive education system, maximizing the use of existing resources and developing new ones.

在多大程度上提供合理便利必须结合发展包容性教育体系的总体义务来考虑，最大限度地利用现有资源，并开发新资源。

Using a lack of resources and the existence of financial crises to justify failure to make progress towards inclusive education violates article 24.

将资源不足和金融危机作为没有推进包容性教育的借口，违反了第二十四条。

29.

29.

The Committee reiterates the distinction between the general accessibility duty and the obligation to provide reasonable accommodation.

委员会重申一般的无障碍义务与提供合理便利义务之间的区别。

Accessibility benefits groups of the population and is based on a set of standards that are implemented gradually.

无障碍使某些群体受益，基于一套逐步实施的标准。

Disproportionality or undue burden cannot be claimed to defend the failure to provide accessibility.

过度或不当负担不能作为未提供无障碍环境的借口。

Reasonable accommodation relates to an individual and is complementary to the accessibility duty.

合理便利涉及个人，是无障碍义务的补充。

An individual can legitimately request reasonable accommodation measures even if the State party has fulfilled its accessibility duty.

即使缔约国履行了提供无障碍环境的义务，个人也可以要求提供合理便利，这是正当的要求。

30.

30.

The definition of what is proportionate will necessarily vary according to context.

“相称”的定义无疑视情况而定。

The availability of accommodations should be considered with respect to a larger pool of educational resources available in the education system and not limited to resources available at the academic institution in question;

便利的提供应结合整个教育系统的现有教育资源加以考虑，而不是局限于所涉学术机构的可用资源；

transfer of resources within the system should be possible.

应该可以在系统内转让资源转让。

There is no “one size fits all” formula to reasonable accommodation, as different students with the same impairment may require different accommodations.

合理便利不能“一刀切”，因为有同样残疾的不同学生，所要求的便利也可能有所不同。

Accommodations may include:

便利可以包括：

changing the location of a class;

改变上课地点；

providing different forms of in-class communication;

提供不同的课堂沟通形式；

enlarging print, materials and/or subjects in signs, or providing handouts in an alternative format;

放大字体、图文材料和/或图案，或提供其他格式的课堂材料；

and providing students with a note taker or a language interpreter or allowing students to use assistive technology in learning and assessment situations.

为学生提供笔记员或口译员，或允许学生在学习和考试中使用辅助技术。

Provision of non-material accommodations, such as allowing a student more time, reducing levels of background noise (sensitivity to sensory overload), using alternative evaluation methods and replacing an element of the curriculum with an alternative must also be considered.

还必须考虑提供非物质便利，例如给予某个学生更多时间，降低背景噪音(对感官超载的敏感度)，采用替代性的评估方法，更改课程中的某些内容。

To ensure that the accommodation meets the requirements, will, preferences and choices of students and can be implemented by the institution provider, discussions must take place between the educational authorities and providers, the academic institution, students with disabilities and, depending on the students’ age and capacity, if appropriate, their parents, caregivers or other family members.

为确保便利符合学生的要求、喜好和选择，且教育机构能够提供这些便利，必须在教育当局和教育提供者、学术机构、残疾学生(考虑到学生的年龄和能力，酌情由父母、照料者或其他家人代理)之间展开讨论。

Provision of reasonable accommodation may not be conditional on a medical diagnosis of impairment and should be based instead on the evaluation of social barriers to education.

提供合理便利不得取决于关于残疾状况的医疗诊断书，而是应当基于对受教育的社会障碍的评估。

31.

31.

The denial of reasonable accommodation constitutes discrimination and the duty to provide reasonable accommodation is immediately applicable and not subject to progressive realization.

拒绝提供合理便利构成歧视，提供合理照顾的义务是立即适用，而不是逐步实现的。

States parties must ensure that independent systems are in place to monitor the appropriateness and effectiveness of accommodations and provide safe, timely and accessible mechanisms for redress when students with disabilities and, if relevant, their families, consider that they have not been adequately provided or have experienced discrimination.

缔约国必须确保有独立的系统，负责监督所提供便利的适当性和有效性，并提供安全、及时和无障碍的补救机制，残疾学生或其家人在认为他们没有得到充分便利或遭受歧视时可诉诸该机制。

Measures to protect victims of discrimination against victimization during the redress process are essential.

必须采取措施，保护受歧视者在寻求补救的过程中不受迫害。

32.

32.

For article 24 (2) (d) to be implemented, students with disabilities should be entitled to the support they require to facilitate their effective education and enable them to fulfil their potential on an equal basis with others.

要想落实第二十四条第二款(d)项，应当让残疾学生有权获得他们所要求的支助，以方便他们有效地接受教育，使他们能够在与其他人平等的基础上发挥潜力。

Support in terms of general availability of services and facilities within the education system should ensure that students with disabilities are able to fulfil their potential to the maximum extent possible, including, for example, the provision of sufficiently trained and supported teaching staff, school counsellors, psychologists and other relevant health and social service professionals, as well as access to scholarships and financial resources.

教育系统内普遍提供的服务和设施方面的支助应确保残疾学生能够最大限度地发挥他们的潜力，这类支助包括：配备经过充分培训和支持的教学人员、学校辅导员、心理学家和其他相关的专业医务人员和社会工作者，以及提供奖学金和资金。

33.

33.

For article 24 (2) (e) to be realized, adequate, continuous and personalized support is to be provided directly.

要想落实第二十四条第二款(e)项，应直接提供适当、持续和个人化的支助。

The Committee emphasizes the need to provide individualized education plans that can identify the reasonable accommodations and specific support required by individual students, including the provision of assistive compensatory aids, specific learning materials in alternative/accessible formats, modes and means of communication, communication aids and assistive and information technology.

委员会强调需要提供个人化的教育计划，这样的计划可以明确每个学生要求的合理便利和特定支助，包括提供补充性的辅助手段、以替代/无障碍的沟通形式、模式和手段提供的特殊学习材料，辅助沟通手段以及辅助和信息技术。

Support can also consist of a qualified learning support assistant, either on a shared or on a one-to-one basis, depending on the requirements of the student.

支助还可以包括一名有资质的学习助手，根据学生要求，可采取一对多或一对一的形式。

Individualized education plans must address the transitions experienced by learners who move from segregated to mainstream settings and between levels of education.

个人化的教育计划必须考虑学生从隔离环境到主流环境的转变以及在各教育阶段之间的过渡。

The effectiveness of such plans should be regularly monitored and evaluated with the direct involvement of the learner concerned.

应在所涉学生的直接参与下，定期监测和评估此种计划的有效性。

The nature of the provision must be determined in collaboration with the student, together, where appropriate, with the parents, caregivers or other third parties.

这类支助的性质必须与学生――适当情况下，与父母、照料者或其他第三方――共同确定。

The learner must have access to recourse mechanisms if the support is unavailable or inadequate.

在没有支助或支助不充分的情况下，学生必须能够诉诸求助机制。

34.

34.

Any support measures provided must be compliant with the goal of inclusion.

任何支助措施都必须符合包容性目标。

Accordingly, they must be designed to strengthen opportunities for students with disabilities to participate in the classroom and in out-of-school activities alongside their peers, rather than marginalize them.

因此，这些措施必须力求为残疾学生提供更多机会，让他们与同学一道参加课堂和课外活动，而不是将他们边缘化。

35.

35.

Regarding article 24 (3), many States parties are failing to make appropriate provision for persons with disabilities, in particular persons on the autism spectrum, those with communication impairments and those with sensory disabilities, to acquire the life, language and social skills essential for participation in education and within their communities:

关于第二十四条第三款，许多缔约国未能为残疾人――特别是自闭症患者、有沟通障碍或感官残疾者――作出适当的安排，以便他们获得在所在社区接受教育所必需的生活、语言和社交技能：

(a)

(a)

Blind and partially sighted students must be provided with opportunities to learn Braille, alternative script, augmentative and alternative modes, means and formats of communication, as well as orientation and mobility skills.

必须为盲人和弱视学生提供机会，学习盲文、替代文本、辅助和替代的沟通模式、手段和形式，以及定向和行动技能。

Investment in access to appropriate technology and alternative communication systems to facilitate learning should be supported.

为方便学习，在获得适当技术和替代沟通系统方面的投资应得到支持。

Peer support and mentoring schemes should be introduced and encouraged;

应当引入并鼓励同学间相互支持和辅导的方案；

(b)

(b)

Deaf and hard-of-hearing students must be provided with the opportunity to learn sign language and measures must be taken to recognize and promote the linguistic identity of the deaf community.

必须为聋人和重听学生提供学习手语的机会，必须采取措施，承认并推动聋人群体的语言特性。

The Committee draws the attention of States parties to the Convention against Discrimination in Education, which establishes the right of children to be taught in their own language, and reminds States parties that, in line with article 30 (4) of the Convention on the Rights of Persons with Disabilities, persons with disabilities are entitled, on an equal basis with others, to recognition of and support for their specific cultural and linguistic identity, including sign languages and deaf culture.

委员会提请缔约国注意《取缔教育歧视公约》，其中规定儿童有权以自己的语言接受教育，并提醒缔约国，根据《残疾人权利公约》第三十条第四款，残疾人特有的文化和语言特性，包括手语和聋文化，有权在与其他人平等的基础上获得承认和支持。

In addition, hard-of-hearing students must also have access to quality speech therapy services, induction loop technology and captioning;

此外，重听学生还必须能够获得高质量的言语治疗服务、感应线圈技术和字幕；

(c)

(c)

Students who are blind, deaf or deafblind must be provided with education delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize personal, academic and social development both within and outside formal school settings.

盲人、聋人或聋盲人学生获得的教育必须是以最适合本人的语言及沟通方式和手段提供的，提供教育的环境，不论在校内还是校外，必须能够最大限度地实现个人、学术和社会发展。

The Committee emphasizes that, for such inclusive environments to exist, States parties should provide the required support, including by way of resources, assistive technology and orientation and mobility skills;

委员会强调，要想有这种包容性环境，缔约国应提供所需支助，包括资源、辅助技术以及定向和行动技能；

(d)

(d)

Learners with communication impairments must be provided with the opportunity to express themselves and learn using alternative or augmentative communication.

必须让有沟通障碍的学生有机会表达自己的意见，并学习使用替代或辅助沟通手段。

This may include the provision of sign language, low- or high-technology communication aids such as tablets with speech output, voice output communication aids or communication books.

这可以包括提供手语、低技术或高技术的辅助沟通工具，例如带有语音输出的平板电脑、语音输出沟通装置或有声书。

States parties should invest in developing expertise, technology and services in order to promote access to appropriate technology and alternative communication systems to facilitate learning;

缔约国应投资发展专门知识、技术和服务，以推动获得适当的技术和替代沟通系统，为学习提供便利；

(e)

(e)

Learners with social communication difficulties must be supported through adaptations to classroom organization, including work in pairs, peer tutoring, seating close to the teacher and the creation of a structured and predictable environment;

必须帮助有社交障碍的学生适应课堂组织形式，包括结对学习、同学间相互辅导、将座位安排在教师旁边以及创造一个刻意安排的、可预测的环境；

(f)

(f)

Learners with intellectual impairments must be provided with concrete, observable/visual and easy-to-read teaching and learning materials within a safe, quiet and structured learning environment, targeting capacities that will best prepare students for independent living and vocational contexts.

对于有智力障碍的学生，必须在一个安全、安静和刻意安排的学习环境中，为他们提供具体、可察觉的/视觉上的、浅显易懂的教学材料，并侧重培养让学生能够独立生活和从事某项工作的能力。

States parties should invest in inclusive interactive classrooms where use is made of alternative instructional strategies and assessment methods.

缔约国应投资于包容性的互动课堂，这种课堂采用替代性的教学战略和评估方法。

36.

36.

To realize article 24 (4), States parties are required to take appropriate measures to employ administration, teaching and non-teaching staff with the skills to work effectively in inclusive education environments, qualified in sign language and/or Braille and with orientation and mobility skills.

要想落实第二十四条第四款，缔约国必须采取适当措施，聘用具备在包容性教育环境下有效开展工作的技能、掌握手语和/或盲文、以及具备定向和行动技能的行政、教学和非教学人员。

Having an adequate number of qualified and committed school staff is key to the introduction and sustainability of inclusive education.

拥有足够多有资质、忠于职守的学校工作人员是引入和持续发展包容性教育的关键。

Lack of understanding and capacity remain significant barriers to inclusion.

缺乏认识和能力不足仍然是包容性的重大障碍。

States parties must ensure that all teachers are trained in inclusive education and that that training is based on the human rights model of disability.

缔约国必须确保所有教师都接受包容性教育方面的培训，并确保培训基于残疾问题的人权模式。

37.

37.

States parties must invest in and support the recruitment and continuous education of teachers with disabilities.

缔约国必须就残疾教师的聘用和进修作出投资和提供支持。

This includes removing any legislative or policy barriers requiring candidates to fulfil specific medical eligibility criteria and the provision of reasonable accommodations for their participation as teachers.

这包括消除相关立法或政策障碍，不再要求应聘者达到特定的健康标准，并为他们从事教师工作提供合理便利。

Their presence will serve to promote equal rights for persons with disabilities to enter the teaching profession, bring unique expertise and skills into learning environments, contribute to breaking down barriers and serve as important role models.

残疾教师的存在将推动残疾人进入教师行业的平等权利，给教学环境带来特有的专门知识和技能，有助于消除障碍和发挥榜样作用。

38.

38.

To give effect to article 24 (5), States parties should 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.

要想落实第二十四条第五款，缔约国应当确保残疾人能够在不受歧视和与其他人平等的基础上，获得普通高等教育、职业培训、成人教育和终生学习机会。

Attitudinal, physical, linguistic, communication, financial, legal and other barriers to education at these levels must be identified and removed in order to ensure equal access.

必须查明并消除这些阶段的教育在态度、生理、语言、交流、资金、法律方面的障碍及其他障碍，以确保机会平等。

Reasonable accommodation must be provided to ensure that persons with disabilities do not face discrimination.

必须提供合理便利，以确保残疾人不面临歧视。

States parties should consider taking affirmative action measures in tertiary education in favour of learners with disabilities.

缔约国应考虑在高等教育阶段采取有利于残疾学生的平权行动措施。

III.

三.

Obligations of States parties

缔约国的义务

39.

39.

States parties should respect, protect and fulfil each of the essential features of the right to inclusive education: availability, accessibility, acceptability and adaptability.

缔约国应该尊重、保护和实现包容性教育权的每一项基本特征：可用、可及、可接受和可调适。

The obligation to respect requires avoiding measures that hinder the enjoyment of the right, such as legislation excluding certain children with disabilities from education, or the denial of accessibility or reasonable accommodation.

尊重的义务要求避免采取妨碍享有权利的措施，例如将某些残疾儿童排除在教育之外的法律，或拒绝提供无障碍设施或合理便利。

The obligation to protect requires taking measures that prevent third parties from interfering with the enjoyment of the right, for example, parents refusing to send girls with disabilities to school, or private institutions refusing to enroll persons with disabilities on the basis of their impairment.

保护的义务要求采取措施，防止第三方干预权利的享有，例如，父母拒绝送残疾女童上学，或私立学校以残疾为由拒绝招收残疾人。

The obligation to fulfil requires taking measures that enable and assist persons with disabilities to enjoy the right to education, for example, ensuring that educational institutions are accessible and that education systems are adapted appropriately with resources and services.

实现的义务要求采取措施，促成和协助残疾人享有受教育权，例如，确保教育机构无障碍，并确保教育系统在资源和服务方面作出适当调整。

40.

40.

Article 4 (2) requires that States parties take measures to the maximum of their available resources regarding economic, social and cultural rights and, where needed, within a framework of international cooperation, with a view to achieving progressively the full realization of those rights.

第四条第二款要求各缔约国尽量利用它们在经济、社会及文化权利方面的现有资源并于必要时在国际合作框架下采取措施，以期逐步充分实现这些权利。

Progressive realization means that States parties have a specific and continuing obligation to move as expeditiously and effectively as possible towards the full realization of article 24.

逐步实现意味着缔约国负有一项明确、持续的义务，必须采取尽可能迅速和切实有效的行动，争取充分执行第二十四条。

This is not compatible with sustaining two systems of education: a mainstream education system and a special/segregated education system.

这就不能维持两个教育系统：主流教育系统和特殊/隔离教育系统。

Progressive realization must be read in conjunction with the overall objective of the Convention to establish clear obligations for States parties in respect of the full realization of the rights in question.

理解“逐步实现”必须结合《公约》的总体目标，即为缔约国确立充分实现所涉各种权利的明确义务。

Similarly, States parties are encouraged to redefine budgetary allocations for education, including by transferring part of their budgets to the development of inclusive education.

同样，鼓励缔约国重新确定对教育的预算拨款，包括将部分预算转移到发展包容性教育上。

Any deliberately retrogressive measures in that regard must not disproportionately target learners with disabilities at any level of education.

这方面任何刻意的倒退措施，都不得过分针对任何教育阶段的残疾学生。

They must be only a temporary measure limited to the period of crisis, be necessary and proportionate, not be discriminatory and comprise all possible measures to mitigate inequalities.

这样的措施只能是临时性的，仅限于危机时期，必须是必要、相称、不歧视性的，并包含所有可能减轻不平等的措施。

41.

41.

Progressive realization does not prejudice those obligations that are immediately applicable.

逐步实现不妨碍这些立即适用的义务。

As the Committee on Economic, Social and Cultural Rights has stated in its general comment No. 3 (1990) on the nature of States parties’ obligations, States parties have a minimum core obligation to ensure the satisfaction of, at the very least, minimum essential levels of each aspect of the right to education.

正如经济、社会及文化权利委员会在关于缔约国义务的性质的第3(1990)号一般性意见中指出的，缔约国有最低限度的核心义务，确保至少使每种权利的实现达到一个最基本的水平。

Therefore, States parties should implement the following core rights with immediate effect:

因此，各缔约国应立即落实以下核心权利：

(a)

(a)

Non-discrimination in all aspects of education and encompassing all internationally prohibited grounds of discrimination.

在教育的各个方面禁止歧视，涵盖国际上禁止的所有歧视理由。

States parties must ensure non-exclusion from education for persons with disabilities and eliminate structural disadvantages to achieve effective participation and equality for all persons with disabilities.

缔约国必须确保教育不排斥残疾人，并消除结构性不利因素，以实现所有残疾人的有效的参与和平等。

They must urgently take steps to remove all legal, administrative and other forms of discrimination impeding the right of access to inclusive education.

他们必须立即采取措施，消除妨碍包容性教育权的所有法律、行政和其他形式的歧视。

The adoption of affirmative action measures does not constitute a violation of the right to non‑discrimination with regard to education, so long as such measures do not lead to the maintenance of unequal or separate standards for different groups;

只要平权行动措施不导致对不同群体维持不平等或另外的标准，采取这类措施就没有侵犯在教育方面不受歧视的权利。

(b)

(b)

Reasonable accommodations to ensure non-exclusion from education for persons with disabilities.

提供合理的便利条件，确保教育不排斥残疾人。

Failure to provide reasonable accommodation constitutes discrimination on the ground of disability;

不提供合理便利属于基于残疾的歧视；

(c)

(c)

Compulsory, free primary education available to all.

人人享受免费义务初等教育。

States parties must take all appropriate measures to guarantee that right, on the basis of inclusion, to all children and youth with disabilities.

缔约国必须采取一切适当措施，基于包容性，保障所有残疾儿童和青少年的这项权利。

The Committee urges States parties to ensure access to and completion of quality education for all children and youth to at least 12 years of free, publicly funded, inclusive and equitable quality primary and secondary education, of which at least nine years are compulsory, as well as access to quality education for out-of-school children and youth through a range of modalities, as outlined in the Education 2030 Framework for Action.

委员会敦促缔约国按照《2030年教育行动框架》，确保所有儿童和青少年获得并完成至少12年(其中至少九年为义务教育)免费、由政府出资、具有包容性和公平性的高质量中小学教育，并确保所有失学儿童和青少年通过各种方式获得高质量的教育。

42.

42.

States parties must adopt and implement a national educational strategy that includes the provision of education at all levels for all learners, on a basis of inclusion and equality of opportunity.

缔约国必须通过并实施一项国家教育战略，该战略包括基于包容性和机会平等，为所有学生提供各阶段的教育。

The educational objectives set out in article 24 (1) place equivalent obligations on States parties and must therefore be regarded on a comparable basis of immediacy.

第二十四条第一款列出的教育宗旨对各缔约国提出了同等义务，因此，必须基于相对紧迫性加以考虑。

43.

43.

With regard to international cooperation, and in line with Sustainable Development Goal 4 and the Education 2030 Framework for Action, all bilateral and multilateral cooperation must aim to advance inclusive and equitable quality education and promote lifelong learning opportunities for all, including support for capacity-building, information-sharing and the exchange of best practices, research, technical and economic assistance, and access to accessible and assistive technologies.

关于国际合作，根据可持续发展目标4和《2030年教育行动框架》，所有双边和多边合作都必须力求推进包容、公平的优质教育，促进全民享有终身学习机会，包括为能力建设、信息共享和交流最佳做法、研究、技术和经济援助，以及获得无障碍和辅助技术提供支持。

All data collected and all international assistance spent on education should be disaggregated by impairment.

收集到的所有数据和教育方面的所有国际援助都应当按残疾类型分列。

Consideration of an international coordination mechanism on inclusive education to implement Goal 4 and to build evidence will contribute to a better policy dialogue and to monitoring progress.

考虑建立关于包容性教育的国际协调机制，以执行可持续发展目标4和收集证据，将有助于加强政策对话和监测进展。

IV.

四.

Relationship with other provisions of the Convention

与《公约》其他规定之间的关系

44.

44.

States parties must recognize the indivisibility and interdependence of all human rights.

缔约国必须认识到所有人权不可分割、相互依存。

Education is integral to the full and effective realization of other rights.

教育对充分、有效地实现其他权利是必不可少的。

Conversely, the right to inclusive education can only be realized if certain other rights are implemented.

反之，只有落实了某些其他权利，才有可能实现包容性教育权。

Moreover, the right to inclusive education must be underpinned by the creation of inclusive environments throughout society.

此外，包容性教育权必须以整个社会的包容性环境为基础。

This will require the adoption of the human rights model of disability, which recognizes the obligation to remove societal barriers that serve to exclude and marginalize persons with disabilities and the need to adopt measures to ensure implementation of the rights set out below.

这就需要采取残疾问题的人权模式，该模式确认有义务消除排斥和边缘化残疾人的社会障碍，并确认有必要采取措施，确保落实下文所列权利。

45.

45.

Article 5 enshrines the principle of equal protection of all persons before and under the law.

第五条规定了法律面前人人平等的原则。

States parties must prohibit all disability-based discrimination and provide persons with disabilities effective and equal protection against discrimination on all grounds.

缔约国应当禁止一切基于残疾的歧视，为残疾人提供有效和平等的保护，使其不受基于任何原因的歧视。

To address systemic and structural discrimination and to ensure “equal benefit of the law”, States parties must take affirmative action measures, such as removing architectural and communicative or other barriers to mainstream education.

为应对系统性和结构性歧视，确保享有“法律给予的平等权益”，缔约国必须采取平权行动措施，例如消除建筑和沟通方面的障碍，以及融入主流教育的其他障碍。

46.

46.

Article 6 recognizes that women and girls with disabilities are subject to multiple discrimination and that States parties must adopt measures to ensure the equal enjoyment of their rights.

第六条确认残疾妇女和女童受到多重歧视，缔约国必须采取措施，确保她们平等地享有权利。

Intersectional discrimination and exclusion pose significant barriers to the realization of the right to education for women and girls with disabilities.

交叉歧视和排斥是残疾妇女和女童实现受教育权的重大障碍。

States parties must identify and remove those barriers, including gender-based violence and the lack of value placed on the education of women and girls, and put in place specific measures to ensure that the right to education is not impeded by gender and/or disability discrimination, stigma or prejudice.

缔约国必须查明和消除这些障碍，包括基于性别的暴力和不重视对妇女和女童的教育，还必须采取具体措施，确保受教育权不因性别歧视和/或基于残疾的歧视、污名化或偏见而受到影响。

Harmful gender and/or disability stereotypes in textbooks and curricula must be eliminated.

必须删除教科书和课程中关于性别和/或残疾的有害成见。

Education plays a vital role in combating traditional notions of gender that perpetuate patriarchal and paternalistic societal frameworks.

教育对打击传统的性别观点发挥着重要作用，这种观念使得重男轻女和家长式的社会框架长期存在。

States parties must ensure access for and the retention of girls and women with disabilities in education and rehabilitation services, as instruments for their development, advancement and empowerment.

缔约国必须确保残疾妇女和女童获得并始终享有教育和康复服务，作为她们发展、提高地位和增强权能的途径。

47.

47.

Article 7 asserts that, in all actions concerning children with disabilities, the best interests of the child shall be a primary consideration.

第七条声称在一切关于残疾儿童的行动中，应当以儿童的最大利益为首要考虑。

The concept of best interests is aimed at ensuring the full and effective enjoyment by the child of all human rights and the child’s holistic development.

“最大利益”概念是为了确保儿童充分、有效地享有所有人权和确保儿童的全面发展。

Any determination of the best interests of a child with a disability must consider the child’s own views and individual identity, the preservation of the family, care, protection and safety of the child, any particular vulnerability, and the child’s right to health and education.

确定残疾儿童的最大利益时，必须考虑儿童自己的看法和个人认同、家庭的维系、对儿童的照料、保护和儿童安全、任何具体的脆弱性，以及儿童的健康权和受教育权。

The Convention on the Rights of the Child affirms that the best interests of the child must be the basis on which education policies and provisions are determined.

《儿童权利公约》申明，制定教育政策和规定时，必须以儿童的最大利益为基础。

Article 7 (3) further asserts that children with disabilities have the right to express their views and that their views on all matters affecting them should be given due weight, in accordance with their age and maturity, on an equal basis with other children, and that they must be provided with disability- and age-appropriate assistance.

第七条第三款进一步声称，残疾儿童有权在与其他儿童平等的基础上表达自己的意见，他们就一切影响本人的事项表达的意见应当按其年龄和成熟程度予以适当考虑，并且必须向他们提供适合其残疾状况和年龄的辅助手段。

Guaranteeing the right of children to participate in their education must be applied equally to children with disabilities, in their own learning and individualized education plans, within the classroom pedagogy, through school councils, in the development of school policies and systems, and in the development of the wider educational policy.

保障儿童有权参与其教育必须同样适用于残疾儿童，包括参与制定自己的学习计划和个人化教育计划、课堂教学方法、通过学校理事会参与制订学校政策和制度，以及参与制定更广泛的教育政策。

48.

48.

Article 8 calls for measures to raise awareness and challenge stereotypes, prejudices and harmful practices relating to persons with disabilities, targeting in particular practices affecting women and girls with disabilities, persons with intellectual disabilities and persons with intensive support requirements.

第八条要求采取措施提高认识，抗议对残疾人的成见、偏见和有害做法，特别是影响残疾妇女和女童、智力残疾者、需要强化支持者的有害做法。

Stereotypes, prejudices and harmful practices constitute barriers that impede both access to and effective learning within the education system.

成见、偏见和有害做法是阻碍就学和在教育系统中有效学习的障碍。

The Committee notes the practice of some parents removing their children with disabilities from inclusive schools, on the basis of a lack of awareness and understanding of the nature of disability.

委员会注意到，一些家长将残疾子女转出包容性学校，原因是学校缺乏对残疾性质的认识和理解。

States parties must adopt measures to build a culture of diversity, participation and involvement in community life and to highlight inclusive education as a means of achieving a quality education for all students, with and without disabilities, parents, teachers and school administrations, as well as the community and society.

缔约国必须采取措施，建立一种多元、参与和融入社区生活的文化，并强调包容性教育是为所有学生(不论是否残疾)、家长、教师和学校管理层以及社区和社会提供高质量教育的途径。

States parties must ensure that mechanisms are in place to foster, at all levels of the education system and among parents and the wider public, an attitude of respect for the rights of persons with disabilities.

缔约国必须确保建立机制，以便在教育系统各级，以及在学生家长和广大公众中，推动尊重残疾人权利的态度。

Civil society, in particular organizations representing persons with disabilities, should be involved in all awareness-raising activities.

民间社会，特别是代表残疾人的组织应参与到所有提高认识活动中。

49.

49.

Articles 9 and 24 are closely interconnected.

第九条与第二十四条密切相关。

Accessibility is a precondition for the full and equal participation of persons with disabilities in society.

无障碍是残疾人充分、平等参与社会的前提。

Persons with disabilities cannot effectively enjoy their right to inclusive education without an accessible built environment, including schools and all other places of education, and without accessible public transport, services, information and communications technologies.

没有无障碍的教学环境，包括学校和其他教育场所，没有无障碍的公共交通、服务、信息和通信技术，残疾人就无法切实享有接受包容性教育的权利。

Modes and means of teaching should be accessible and teaching should be conducted in accessible environments.

教学模式和手段应实现无障碍，教学应在无障碍环境中进行。

The whole environment in which students with disabilities learn must be designed in such a way as to foster inclusion.

残疾学生的整个学习环境都必须以促进包容为目的。

Inclusive education is also a powerful tool for the promotion of accessibility and universal design.

包容性教育也是推动无障碍和通用设计的强大工具。

50.

50.

The Committee calls States parties’ attention to its general comment No. 1 (2014) on equal recognition before the law and stresses that inclusive education provides students with disabilities, in particular those with psychosocial or intellectual impairments, with an opportunity to express their will and preferences.

委员会呼吁缔约国注意委员会关于在法律面前获得平等承认的第1(2014)号一般性意见，强调包容性教育让残疾学生，特别是有社会心理障碍或智力障碍的学生，有机会表达自己的意愿和喜好。

States parties must ensure that inclusive education supports learners with disabilities in building their confidence to exercise legal capacity, providing the necessary support at all educational levels, including to diminish future requirements for support if they so wish.

缔约国必须通过在教育的各个阶段提供必要支助(包括根据残疾学生的意愿，减少今后的支助要求)，确保包容性教育有助于残疾学生树立起行使法律行为能力的信心。

51.

51.

Persons with disabilities, in particular women and girls with disabilities, can be disproportionately affected by violence and abuse, including physical and humiliating punishments by educational personnel, for example through the use of restraints and seclusion and bullying by others in and en route to school.

残疾人，特别是残疾妇女和女童，可能受暴力和虐待影响尤甚，包括受到教职人员的体罚和羞辱性处罚，例如使用束缚手段和关禁闭，以及在校内和上学途中被人欺负。

To give effect to article 16 (2), States parties are required to take all appropriate measures to provide protection from and prevent all forms of exploitation, violence and abuse, including sexual violence, against persons with disabilities.

要想落实第十六条第二款，缔约国必须采取一切适当措施，预防和保护免遭一切形式的剥削、暴力和虐待，包括对残疾人的性暴力。

Such measures must be age-, gender- and disability-sensitive.

这些措施必须考虑年龄、性别和残疾因素。

The Committee strongly endorses the recommendations of the Committee on the Rights of the Child, the Human Rights Committee and the Committee on Economic, Social and Cultural Rights that States parties prohibit all forms of corporal punishment and cruel, inhuman and degrading treatment in all settings, including schools, and ensure effective sanctions against perpetrators.

委员会强烈认可儿童权利委员会、人权事务委员会和经济、社会及文化权利委员会的建议，即缔约国应在一切场所，包括学校，禁止一切形式的体罚和其他残忍、不人道和有辱人格的待遇，并确保切实惩处犯罪者。

It encourages schools and other educational centres to involve students, including students with disabilities, in the development of policies, including accessible protection mechanisms, to address disciplinary measures and bullying, including cyberbullying, which is increasingly recognized as a growing feature of the lives of students, in particular children.

委员会鼓励学校和其他教育机构让学生，包括残疾学生参与政策制定，包括制定无障碍的保护机制，应对惩戒措施和欺凌，包括网络欺凌，人们逐渐认识到这一现象在学生，尤其是儿童的生活中日益普遍。

52.

52.

Inclusive education requires recognition of the right of persons with disabilities to live within the community and enjoy inclusion and participation in the community (art. 19).

包容性教育要求承认残疾人有权在社区中生活并融入和参与社区(第十九条)。

It also demands recognition of the equal right of persons with disabilities to a family life or, failing that, to alternative care within a community setting (art. 23).

它还要求承认残疾人有享受家庭生活的平等权利，如果做不到这一点，有权在社区内接受其他方式的照料(第二十三条)。

Children in the care of the State party, residing for example in foster care or care homes, must be ensured the right to inclusive education and the right to appeal against decisions of the State party that deny them the right to inclusive education.

必须确保由缔约国照料的儿童，例如，被收养儿童或住在福利院的儿童，有权接受包容性教育，并有权就缔约国剥夺其包容性教育权的决定提出上诉。

Too many persons with disabilities live in long-term institutional care, without access to community-based services, including education, consistent with their right to, inter alia, family life, community living, freedom of association, protection from violence and access to justice.

太多的残疾人长期接受机构照料，无法获得基于社区的服务，包括教育，也无法享有家庭生活权、社区生活权、结社自由权、免受暴力和诉诸司法的权利等。

The introduction of inclusive education in the local community must take place alongside a strategic commitment to ending the practice of placing persons with disabilities in institutions (see para. 66 below).

在当地社区实施包容性教育的同时，必须做出战略性承诺，结束将残疾人安置在照料机构中的做法(见下文第66段)。

States parties should note the role that exercising the right to inclusive education will play in building the strengths, skills and competencies necessary for all persons with disabilities to enjoy, benefit from and contribute to their local communities.

缔约国应注意到行使包容性教育权将为加强所有残疾人的实力、技能和能力发挥的作用，这样的实力、技能和能力是享有社区生活、受益于当地社区并为社区做贡献所必需的。

53.

53.

For inclusive education to be realized effectively, persons with disabilities must be guaranteed personal mobility on an independent basis (art. 20).

要想切实实现包容性教育，必须保障残疾人具备独立的个人行动能力(第二十条)。

Where transportation is not readily available and where there are no personal assistants to support access to educational institutions, persons with disabilities, in particular blind and visually impaired persons, must be given adequate training in mobility skills to promote greater independence.

在没有现成的交通工具或没有个人助理协助前往教育机构的情况下，必须为残疾人，特别是盲人和视障人士，提供适当的行动技能培训，以加强其独立性。

States parties should also provide persons with disabilities with the opportunity to acquire mobility aids and appliances at an affordable cost.

缔约国还应向残疾人提供负担得起的助行器具和设备。

54.

54.

Fulfilment of the right of persons with disabilities to enjoy the highest possible standard of health without discrimination (art. 25) is integral to the opportunity to benefit fully from education.

要想让残疾人有机会充分受益于教育，就必须落实不受歧视地享有可达到的最高健康标准的权利(第二十五条)。

The ability to attend educational environments and to learn effectively is seriously compromised if there is no access to health or to appropriate treatment and care.

如果不能获得医疗或适当的治疗和护理，将严重影响上学和有效学习的能力。

States parties should establish health, hygiene and nutrition programmes with a gender perspective that are integrated into education services and allow for the continual monitoring of all health needs.

缔约国应制定考虑性别因素的医疗、卫生和营养方案，将其纳入教育服务中，并考虑对所有医疗需求的持续监测。

Such programmes should be developed on the principles of universal design and accessibility, provide regular school nurse visits and health screenings, and build community partnerships.

制定这类方案应遵守通用设计和无障碍原则，方案应包含护士定期到校探访和提供健康检查，以及建立社区伙伴关系。

Persons with disabilities, on an equal basis with others, must be provided with age-appropriate, comprehensive and inclusive sexuality education, based on scientific evidence and human rights standards, and in accessible formats.

必须基于科学证据和人权标准，在与其他人平等的基础上，以无障碍的方式，向残疾人提供适合其年龄、全面和包容性的性教育。

55.

55.

States parties must take effective measures to provide habilitation and rehabilitation services within the education system, including health-care, occupational, physical, social, counselling and other services (art. 26).

缔约国必须采取有效措施，在教育系统内提供适应训练和康复服务，包括保健、职业、身体、社会、咨询和其他服务(第二十六条)。

Such services must begin at the earliest stage possible, be based on a multidisciplinary assessment of a student’s strengths and support maximum independence, autonomy, respect of dignity, full physical, mental, social and vocational ability and inclusion and participation in all aspects of life.

这些服务必须尽早开始，基于对学生长处的跨学科评估，支持最大程度的独立自主，尊重个人尊严、完全的身体、心理、社会和职业能力以及支持融入和参与生活的各个方面。

The Committee stresses the significance of supporting the development of community-based rehabilitation that addresses early identification and encourages peer support.

委员会强调支持发展社区型康复的重要性，这种服务能尽早发现问题并鼓励同伴间的支助。

56.

56.

Quality inclusive education must prepare persons with disabilities for work life through the acquisition of the knowledge, skills and confidence necessary for participation in the open labour market and in an open, inclusive and accessible work environment (art. 27).

高质量的包容性教育必须通过让残疾人获得参与开放的劳动力市场以及开放、包容和无障碍的工作环境所需的知识、技能和信心，为职业生活做准备(第二十七条)。

57.

57.

Full participation in political and public life is enhanced through the realization of the right to inclusive education.

通过实现接受包容性教育的权利，可以推动全面参与政治和公共生活。

Curricula for all students must include the topic of citizenship and the skills of self-advocacy and self-representation as a fundamental basis for participation in political and societal processes.

所有学生的课程都必须包括公民身份专题以及自我宣传和自我代表的技能，为参与政治和社会进程奠定基础。

Public affairs include forming and participating in student organizations such as student unions and States parties should promote the creation of an environment in which persons with disabilities can form, join and effectively and fully participate in such student organizations through the forms of communication and language of their choice (art. 29).

公共事务包括组建和参加学生组织，例如学生会，缔约国应推动创造这样一种环境：残疾人可以通过自行选择的语言和交流方式，组建、加入并充分、有效地参与此类学生组织(第二十九条)。

58.

58.

States parties must remove barriers and promote accessibility and availability of inclusive opportunities for persons with disabilities to participate on an equal basis with others in play, recreation and sports in the school system and in extracurricular activities, including in other educational environments (art. 30).

缔约国必须消除障碍，促进包容性机会的可及性和可得性，让残疾人有机会在与他人平等的基础上，参加校内的游戏、休闲和体育活动以及课外活动，包括其他教育环境下的这类活动(第三十条)。

Appropriate measures must be in place within the educational environment to ensure opportunities for persons with disabilities to access cultural life and to develop and utilize their creative, artistic and intellectual potential, not only for their own benefit but also for the enrichment of society.

必须在教育环境下采取适当措施，确保残疾人能够有机会为自身利益并为充实社会，发展和利用自己的创造、艺术和智力潜力。

Such measures must ensure that persons with disabilities are entitled to recognition of their specific cultural and linguistic identity, including sign languages and deaf culture.

此类措施必须确保残疾人特殊的文化和语言特性――包括手语和聋人文化――能够得到认可。

V.

五.

Implementation at the national level

国家一级的执行

59.

59.

The Committee has identified a number of challenges facing States parties in the implementation of article 24.

委员会确认了缔约国执行第二十四条面临的一些挑战。

In order to implement and sustain an inclusive education system for all persons with disabilities, the measures below need to be addressed at the national level.

为了落实和维持一个针对所有残疾人的包容性的教育制度，需要在国家一级采取以下措施。

60.

60.

Responsibility for the education at all levels of persons with disabilities, as well as for the education of others, must rest with the education ministry.

为残疾人以及其他人提供各阶段教育的工作必须由教育部负责。

In many countries, the education of persons with disabilities is currently marginalized within ministries of social welfare or health, which has resulted in, inter alia, exclusion from mainstream legislation, policies, planning and resourcing for education, lower levels of per capita investment in the education of persons with disabilities, a lack of overarching and coherent structures to support inclusive education, a lack of integrated data collection on enrolment, retention and attainment, and a failure to develop inclusive teacher education.

在许多国家，残疾人教育正在边缘化，由社会福利部或卫生部负责，除其他外，这导致残疾 人被排除在关于教育的主流立法、政策、规划和资源配置外，对残疾人的人均教育投资水平较低，没有全局性和协调一致的结构为包容性教育提供支持，缺乏关于入 学、在校和升学情况的全面数据收集工作，也没有发展包容性的教师培训。

States parties must urgently take measures to put the education of learners with disabilities under the competence of the ministry of education.

缔约国必须紧急采取措施，让教育部负责残疾学生的教育。

61.

61.

States parties must ensure a comprehensive and intersectoral commitment to inclusive education throughout the government.

缔约国必须确保整个政府全面和跨部门地致力于包容性教育。

Inclusive education cannot be realized by education ministries in isolation.

单凭教育部不可能实现包容性教育。

All relevant ministries and commissions with responsibilities that cover substantive articles of the Convention must commit to and align their understanding of the implications of an inclusive education system in order to achieve an integrated approach and to work collaboratively towards a shared agenda.

职责涵盖《公约》实质性条款的所有相关部委和委员会都必须致力于实现包容性教育，统一对包容性教育体系意义的理解，以达成统一的方针，齐心协力实现共同议程。

Accountability measures for all ministries involved must be put into place to uphold such commitments.

必须对所有有关部委采取问责措施，以确保他们履行承诺。

Partnerships should also be forged with service providers, organizations representing persons with disabilities, the media, civil society organizations, local authorities, student associations and federations, universities and teacher education colleges.

还应与以下各方建立伙伴关系：服务提供者、代表残疾人的组织、媒体、民间社会组织、当地政府、学生协会和联合会、大学和师范学院。

62.

62.

States parties, at every level, must implement or introduce legislation based on the human rights model of disability that fully complies with article 24.

缔约国必须在各级执行或颁布以完全符合第二十四条的残疾问题人权模式为基础的法律。

The Committee recalls that article 4 (5) requires federal States to ensure that article 24 is implemented, without limitations or exceptions, in all parts of the State party.

委员会回顾，第四条第五款要求联邦制国家确保第二十四条在所有联邦成员中得到执行，没有限制或例外。

63.

63.

A comprehensive and coordinated legislative and policy framework for inclusive education must be introduced, together with a clear and adequate time frame for implementation and sanctions for violations.

必须推行关于包容性教育的全面和协调一致的法律和政策框架，并就实施和惩处违反者规定明确和适当的时限。

Such a framework must address issues of flexibility, diversity and equality in all educational institutions for all learners and identify responsibilities at all levels of government.

这一框架必须涉及面向所有学生的所有教育机构的灵活性、多样性和平等问题，并确认各级政府的责任。

Key elements will include:

主要内容包括：

(a)

(a)

Compliance with international human rights standards;

遵守国际人权标准的情况；

(b)

(b)

A clear definition of inclusion and the specific objectives it seeks to achieve at all educational levels.

“包容性”的明确定义以及在各教育阶段力求实现的具体目标。

Inclusion principles and practices must be considered as integral to reform, and not simply as an add-on programme;

包容性原则和做法必须被视为改革的一部分，而不仅仅是一项附加方案；

(c)

(c)

Provisions that define certain categories of students as “uneducable”, for example, must be repealed;

必须废除将某些类型的学生划定为“不可教”的条款；

(d)

(d)

A guarantee for students with and without disabilities to the same right to access inclusive learning opportunities within the general education system and, for individual learners, to the necessary support services at all levels;

保证残疾学生与非残疾学生享有在普通教育体系下获得包容性学习机会的同等权利，保证每个学生在各级都能获得必要的支助服务；

(e)

(e)

A requirement for all new schools to be designed and built following the principle of universal design through accessibility standards, together with a time frame for adapting existing schools in line with the Committee’s general comment No. 2.

要求所有新学校的设计和建造遵守通用设计原则，符合无障碍标准，并规定了按照委员会第2号一般性意见对现有校舍进行改造的时间限制。

The use of public procurement to implement this element is encouraged;

鼓励利用政府采购实现这一点；

(f)

(f)

The introduction of comprehensive quality standards for inclusive education and disability-inclusive monitoring mechanisms to track progress in implementation at all levels and ensure that policies and programmes are implemented and backed by the requisite investment;

实施包容性教育的全面质量标准和兼顾残疾问题的监测机制，以追踪在所有各级的执行进展，并确保政策和方案得到落实并得到所需投资；

(g)

(g)

The introduction of accessible monitoring mechanisms to ensure the implementation of policies and the provision of the requisite investment;

实施无障碍的监测机制，以确保政策得到落实并得到所需投资；

(h)

(h)

Recognition of the need for reasonable accommodations to support inclusion, based on human rights standards rather than on the efficient use of resources, together with sanctions for failure to provide reasonable accommodation;

认识到需要基于人权标准，而不是资源的有效利用，提供合理便利以支持包容性，对没有提供合理便利的情况加以处罚；

(i)

(i)

The clear statement, in all legislation with the potential to have an impact on inclusive education, that inclusion is a concrete goal;

在可能对包容性教育有影响的法律中明确声明，包容性是一项具体目标；

(j)

(j)

A consistent framework for the early identification, assessment and support required to enable persons with disabilities to flourish in inclusive learning environments;

统一的框架，用于尽早发现、评估并提供使残疾人能够在包容性学习环境中蓬勃发展所需的支助；

(k)

(k)

The obligation for local authorities to plan and provide for all learners, including persons with disabilities, within inclusive settings and classes, including in the most appropriate languages, accessible formats and modes and means of communication;

地方政府有义务为所有包容性环境和课堂内的学生，包括残疾学生做出计划和安排，包括以最适当的语言、无障碍的格式及交流方式和手段提供便利；

(l)

(l)

Legislation to guarantee to all persons with disabilities, including children with disabilities, the right to be heard and to have their opinion be given due consideration within the education system, including through school councils, governing bodies, local and national governments, and mechanisms through which to challenge and appeal decisions concerning education;

以法律保障所有残疾人，包括残疾儿童，有权通过学校理事会、理事机构、地方和国家政府等，在教育系统内发表意见且意见被予以适当考虑，并且有就教育方面的裁决提出质疑和上诉的机制；

(m)

(m)

The creation of partnerships and coordination between all stakeholders, including persons with disabilities through their representative organizations, different agencies, development organizations, non-governmental organizations and parents or caregivers.

在所有利益攸关方之间，包括在残疾人(通过代表残疾人的组织)、不同机构、发展组织、非政府组织、家长或照料者之间建立伙伴关系和协调。

64.

64.

Legislation must be supported by an education sector plan, developed in consultation with organizations of persons with disabilities, including children with disabilities, and detailing the process for the implementation of an inclusive education system.

法律必须得到教育部门计划的支持，该计划与残疾人(包括残疾儿童)组织协商制定，详细介绍实施包容性教育体系的进程。

It should contain a time frame and measurable goals, including measures to ensure consistency.

它应当包含时限和可衡量的目标，包括确保一致性的措施。

The plan should be informed by a comprehensive analysis of the current context pertaining to inclusive education in order to provide a baseline from which to progress, including data on, for example, current budgetary allocations, quality of data collection methods, numbers of children with disabilities out of school, challenges and barriers, existing laws and policies, key concerns of persons with disabilities, families and the State party.

该计划应结合对包容性教育当前背景的全面分析，为衡量进展提供一个基线，内容包括当前的预算拨款、数据收集方法的质量、残疾儿童失学人数、挑战和障碍、现行法律和政策、残疾人、残疾人家庭和缔约国的主要关切。

65.

65.

States parties must introduce independent, effective, accessible, transparent, safe and enforceable complaints mechanisms and legal remedies in cases of violations of the right to education.

缔约国必须建立独立、有效、无障碍、透明、安全和可强制执行的投诉机制和法律补救措施，以应对受教育权遭到侵犯的情况。

Persons with disabilities must have access to justice systems that understand how to accommodate persons with disabilities and are capable of addressing disability-based claims.

残疾人必须能够诉诸司法系统，司法系统应当知道如何为残疾人提供便利，并且能够处理与残疾有关的申诉。

States parties must also ensure that information about the right to education and about how to challenge a denial or violation of that right must be widely disseminated and publicized to persons with disabilities, with the involvement of their representative organizations.

缔约国还必须确保在代表残疾人的组织的参与下，向残疾人广泛传播和宣传关于受教育权的信息以及如何就剥夺或侵犯这一权利提出反对的信息。

66.

66.

Inclusive education is incompatible with institutionalization.

包容性教育与机构化是矛盾的。

States parties must engage in a well-planned and structured process of de-institutionalization of persons with disabilities.

缔约国必须实施一个计划周密、有条理的“去机构化”残疾人安置进程。

Such a process must address:

这一进程必须包含以下内容：

a managed transition setting out a defined time frame for the transition;

有管理的过渡，并规定过渡期时限；

the introduction of a legislative requirement to develop community based provision;

在法律上规定发展基于社区的安排；

the re-direction of funds and the introduction of multidisciplinary frameworks to support and strengthen community-based services;

重新分配资金，采用多学科框架，以支持和加强基于社区的服务；

the provision of support for families;

为家庭提供支持；

and collaboration and consultation with organizations representing persons with disabilities, including children with disabilities, as well as parents or caregivers.

与代表残疾人(包括残疾儿童)的组织以及家长或照料者进行合作和磋商。

Pending the process of de-institutionalization, persons in institutional care settings should be given access to inclusive education with immediate effect by linking them with inclusive academic institutions in the community.

在“去机构化”进程开始前，应当为接受机构照料者联系社区内的包容性学术机构，让他们立即获得包容性教育。

67.

67.

Early childhood interventions can be particularly valuable for children with disabilities, serving to strengthen their capacity to benefit from education and promoting their enrolment and attendance.

幼儿时期的干预可能对残疾儿童特别有用，有助于加强他们受益于教育的能力，提高入学率和在校率。

All such interventions must guarantee respect for the dignity and autonomy of the child.

所有这些干预都必须保证尊重儿童的尊严和自主性。

In line with the 2030 Agenda for Sustainable Development, including Sustainable Development Goal 4, States parties are urged to ensure access to quality early childhood development, care and pre-primary education, together with the provision of support and training to parents and caregivers of young children with disabilities.

根据《2030年可持续发展议程》，包括可持续发展目标4,敦促缔约国确保所有儿童获得优质的幼儿发展、看护和学前教育，并为年幼残疾儿童的家长和照料者提供支助和培训。

If identified and supported early, young children with disabilities are more likely to transition smoothly into pre-primary and primary inclusive education settings.

如果能尽早发现残疾并提供支助，年幼的残疾儿童就更容易适应学前和小学的包容性教育环境。

States parties must ensure coordination between all relevant ministries, authorities and bodies as well as organizations of persons with disabilities and other non-governmental partners.

缔约国必须确保所有相关部委、主管部门和机构以及残疾人组织和其他非政府伙伴之间的协调。

68.

68.

In accordance with article 31, States parties must collect appropriate disaggregated data to formulate policies, plans and programmes to fulfil their obligations under article 24.

根据第三十一条，缔约国必须收集适当的分类数据，为履行第二十四条规定的义务制定政策、计划和方案。

They must introduce measures to address the lack of accurate data on prevalence of persons with different impairments, as well as the lack of sufficient quality research and data relating to access to, permanence in and progress within education, provision of reasonable accommodation and the associated outcomes.

缔约国必须采取措施，解决关于不同类型障碍者人数的准确数据不足的问题，以及关于入学、在校和升学情况以及提供合理便利情况及相关结果的高质量研究和数据不足的问题。

Census, survey and administrative data, including data from the Education Management Information System, must capture information on students with disabilities, including those still living in institutional settings.

人口普查、调查和行政数据，包括教育管理信息系统的数据，必须提供关于残疾学生，包括仍由机构照料的残疾学生的信息。

States parties should also gather disaggregated data and evidence on the barriers that prevent persons with disabilities from having access to, remaining in and making progress in inclusive quality education to enable the adoption of effective measures to dismantle such barriers.

缔约国还应就妨碍残疾人获得和继续接受包容性优质教育并取得进步的障碍收集分类数据和证据，以便能够采取有效措施消除此类障碍。

Strategies must be adopted to overcome the exclusion of persons with disabilities from standard quantitative and qualitative data-gathering mechanisms, including when it results from parents’ reluctance to admit the existence of a child with a disability, the lack of birth registration and invisibility within institutions.

必须采取战略，避免将残疾人排除在标准的定量和定性数据收集机制外，包括因为家人不愿承认家里有残疾儿童、没有出生登记、或因接受机构照料而被遗漏的情况。

States parties must commit sufficient financial and human resources throughout the development of an education sector plan and of cross-sectoral plans to support the implementation of inclusive education, consistent with the principle of progressive realization.

缔约国在按照逐步实现原则制定教育部门计划和跨部门计划以支持实施包容性教育的整个过程中，必须承诺投入充足的财力和人力。

States parties must reform their governance systems and financing mechanisms to ensure the right to education of all persons with disabilities.

缔约国必须改革其治理制度和供资机制，以确保所有残疾人的受教育权。

They should also allocate budgets using mechanisms available under public procurement processes and partnerships with the private sector.

缔约国在划拨预算时，还应利用政府采购进程下的现有机制以及与私营部门的伙伴关系。

These allocations must prioritize, inter alia, ensuring adequate resources for rendering existing educational settings accessible in a time-bound manner, investing in inclusive teacher education, making available reasonable accommodations, providing accessible transport to school, making available appropriate and accessible text books, teaching and learning materials, providing assistive technologies and sign language, and implementing awareness-raising initiatives to address stigma and discrimination, in particular bullying in educational settings.

除其他外，这 些拨款必须优先确保有充足的资源用于在规定时间内对当前教育环境进行无障碍改造，投资于包容性的教师培训，提供合理便利，为上学提供无障碍的交通方式，提 供适当和无障碍的课本和教学材料，提供辅助技术和手语，采取提高认识举措，以消除污名化和歧视现象，特别是教育环境中的欺凌。

70.

70.

The Committee urges States parties to transfer resources from segregated to inclusive environments.

委员会敦促缔约国将资源从隔离环境转移到包容性环境。

States parties should develop a funding model that allocates resources and incentives for inclusive educational environments to provide the necessary support to persons with disabilities.

缔约国应建立这样一种供资模式，为包容性的教育环境划拨资源和提供激励，以便为残疾人提供必要支助。

The determination of the most appropriate approach to funding will be informed to a significant degree by the existing educational environment and the requirements of potential learners with disabilities who are affected by it.

确定最适当的供资方法在很大程度上将取决于现有的教育环境，以及受现有环境影响的潜在残疾学生的要求。

71.

71.

A process of educating all teachers at preschool, primary, secondary, tertiary and vocational education levels must be initiated to provide them with the core competencies and values necessary to work in inclusive educational environments.

必须启动对学前、小学、中学、大学和职业教育阶段所有教师的培训进程，使他们具备在包容性教育环境下工作所需的核心能力和价值观。

Such a process requires adaptations to both pre- and in-service training to achieve the appropriate skill levels in the shortest time possible, to facilitate the transition to an inclusive education system.

这一进程既包括入职前培训，也包括在职培训，力求在尽可能短的时间内获得适当的技能，以推动向包容性教育体系的转变。

All teachers must be provided with dedicated units/modules to prepare them to work in inclusive settings, as well as practical experiential learning settings where they can build the skills and confidence to solve problems through diverse inclusion challenges.

必须为所有教师提供专门的单元/模块，培养他们在包容性环境下工作的能力，并提供实际的体验式学习环境，通过各类包容性挑战，增强他们解决问题的技能和信心。

The core content of teacher education must address a basic understanding of human diversity, growth and development, the human rights model of disability and inclusive pedagogy that enables teachers to identify students’ functional abilities (strengths, abilities and learning styles) to ensure their participation in inclusive educational environments.

教师培训的核心内容必须涉及对以下问题的基本理解：人的多样性、成长和发展、残疾问题的人权模式，以及使教师能够发现学生的功能性能力(优势、能力和学习方式)的包容性教学方法，以确保他们融入包容性的教育环境。

Teacher education should include learning about the use of appropriate augmentative and alternative modes, means and formats of communication such as Braille, large print, accessible multimedia, easyread, plain language, sign language and deaf culture, educational techniques and materials to support persons with disabilities.

教师培训应包括学习使用适当的辅助和替代交流方式、手段和模式，例如盲文、大字印刷、无障碍多媒体、简易图文、浅白语言、手语和聋人文化，以及为残疾人提供支助的教学技巧和材料。

In addition, teachers need practical guidance and support in, among others:

此外，教师还需要以下方面的实际指导和支持：

the provision of individualized instruction;

因材施教；

teaching the same content using varied teaching methods to respond to the learning styles and unique abilities of each person;

根据每个人特有的学习方式和能力，采用不同的教学方法教授同样的内容；

the development and use of individual educational plans to support specific learning requirements;

制定并使用个人化的教育计划，以支持特殊的学习要求；

and the introduction of a pedagogy centred on students’ educational objectives.

采用以学生的受教育目标为核心的教学方法。

72.

72.

Inclusive education requires a support and resource system for teachers in educational institutions at all levels.

包容性教育需要有一个为各级教育机构的老师提供支助和资源的系统。

Such a system might include partnerships between neighbouring educational institutions, including universities, promoting collaborative practices, including team teaching, study groups, joint student assessment processes, peer support and exchange visits, as well as partnerships with civil society.

这一系统可包括邻近教育机构、包括大学之间的伙伴关系，以促进合作，包括团队教学、学习小组、联合学生评估、同行支助和交流访问，还可以包括与民间社会的伙伴关系。

Parents and caregivers of students with disabilities can, where appropriate, serve as partners in the development and implementation of learning programmes, including individualized education plans.

残疾学生的父母和照料者可酌情参与学习方案、包括个人化的教育计划的制定和实施。

They can play a significant role in advising and supporting teachers in the provision of support to individual students, but must never be a pre-requisite for admission into the education system.

他们可以在建议和协助教师为每个学生提供支助方面发挥重要作用，但绝不能以此作为入学前提。

States parties should utilize all possible sources of support for teachers, including organizations representing persons with disabilities, learners with disabilities and local community members who can contribute significantly in the form of peer mentoring, partnering and problem-solving.

缔约国应利用一切可能的渠道为教师提供支持，包括代表残疾人的组织、残疾学生和当地社区成员，他们可以通过同伴间的辅导、结成伙伴和解决问题做出贡献。

Their involvement provides an additional resource in the classroom and serves to build links with local communities, breaking down barriers and rendering teachers more responsive and sensitive to strengths and requirements of students with disabilities.

他们的参与为课堂提供额外资源，有助于与当地社区建立联系，消除障碍，使教师对残疾学生的优势更加敏感，更好地应对他们的需求。

73.

73.

Authorities at all levels must have the capacity, commitment and resources to implement laws, policies and programmes to support inclusive education.

各级主管部门必须具备实施法律、政策和方案以支持包容性教育的能力、决心和资源。

States parties must ensure the development and delivery of training to inform all relevant authorities of their responsibilities under the law and to increase understanding of the rights of persons with disabilities.

缔约国必须确保制定培训方案并提供培训，让所有相关主管部门了解法律规定的职责，并更好地理解残疾人的权利。

The skills, knowledge and understanding necessary to implement inclusive education policies and practices include: understanding of the concept of the right to an inclusive education and its aims, knowledge of the relevant international and national legislation and policies, development of local inclusive education plans, collaboration and partnerships, support, guidance and supervision of local educational institutions, monitoring and evaluation.

实施包容性教育政策和做法所需的技能、知识和认识包括：理解包容性教育权的概念和目标、了解相关国际和国内法律和政策、制定当地的包容性教育计划、协作和伙伴关系、对当地教育机构的支助、指导和监督、监测和评估。

74.

74.

Quality inclusive education requires methods of appraising and monitoring students’ progress that considers the barriers faced by students with disabilities.

高质量的包容性教育要求在评估和监测学生的进步时，考虑残疾学生面临的障碍。

Traditional systems of assessment, which use standardized achievement test scores as the sole indicator of success for both students and schools, may disadvantage students with disabilities.

传统评估制度将标准化的考试成绩作为衡量学生和学校是否成功的唯一指标，可能使残疾学生处于不利地位。

The emphasis should be on individual progress towards broad goals.

应强调个人在总体目标方面的进展。

With appropriate teaching methodologies, support and accommodations, all curricula can be adapted to meet the needs of all students, including those with disabilities.

有了适当的教学方法、支助和便利，所有课程都可加以调整，以满足所有人、包括残疾学生的需要。

Inclusive student assessment systems can be strengthened through a system of individualized supports.

可以通过个人化的支持系统，加强包容性的学生评估制度。

75.

75.

In compliance with article 33, and to measure progress on the realization of the right to education through the establishment of an inclusive education system, States parties must develop monitoring frameworks with structural, process and outcome indicators, and specific benchmarks and targets for each indicator, consistent with Sustainable Development Goal 4.

根据第三十三条，在衡量通过建立包容性教育体系落实受教育权的进展时，缔约国必须建立包含结构、进程和成果指标的监测框架，并根据可持续发展目标4, 制定每项指标的具体衡量标准和目标。

Persons with disabilities, through their representative organizations, should be involved in both the determination of the indicators and in the collection of data and statistics.

残疾人应当通过其代表组织，参与指标的制定以及资料和统计数据的收集。

Structural indicators should measure barriers to inclusive education and not be limited merely to collecting data disaggregated by impairment.

结构指标应衡量包容性教育的障碍，不应仅限于收集按残疾类型分列的数据。

Process indicators, such as on changes to the accessibility of physical environments, curriculum adaptations or teacher training, will make it possible to monitor the progress of the transformation.

进程指标，例如物质环境的无障碍改造、课程调整或教师培训，将可以监测改革的进展。

Outcome indicators such as the percentage of students with disabilities in inclusive learning environments obtaining final official certification or diplomas or the percentage of students with disabilities admitted to secondary education, must also be established.

还必须制定成果指标，例如包容性学习环境中的残疾学生拿到毕业证或文凭的百分比，或残疾学生进入中学的百分比。

States parties should also consider measuring the quality of education through, for example, the five dimensions recommended by UNESCO: respect for rights, equity, relevance, pertinence, efficiency and efficacy.

缔约国还应考虑基于教科文组织建议的五个方面：尊重权利、公平、相关性、适当性以及效率和效力，衡量教育质量。

Monitoring affirmative action measures such as quotas or incentives may also be considered.

还可以考虑对平权行动措施，例如配额或激励措施加以监督。

76.

76.

The Committee notes the growth in many countries of private-sector education.

委员会注意到，许多国家的私立教育有所发展。

States parties must recognize that the right to inclusive education extends to the provision of all education, not merely that provided by public authorities.

缔约国必须认识到，包容性教育权涵盖提供的所有教育，而不仅仅是公立教育。

States parties must adopt measures that protect against infringements of rights by third parties, including the business sector.

缔约国必须采取措施，防止权利受到第三方，包括商业部门的侵犯。

Regarding the right to education, such measures must address the obligation to guarantee the provision of inclusive education and involve, as necessary, legislation and regulation, monitoring, oversight, enforcement and the adoption of policies to frame how business enterprises can have an impact on the effective enjoyment and exercise of rights by persons with disabilities.

就受教育权而言，这类措施必须涉及保证提供包容性教育的义务，如有必要，包括立法和监管、监测、监督、执行，以及制定政策，规定商业企业可以如何影响残疾人切实享有和行使权利。

Educational institutions, including private educational institutions and enterprises, should not charge additional fees for integrating accessibility and/or reasonable accommodation.

教育机构，包括私立教育机构和企业不应就无障碍设施和/或合理便利收取额外费用。

1

1

See A/HRC/25/29 and Corr.1, paras. 3 and 68.

见A/HRC/25/29和Corr.1,第3段和第68段。

2

2

Art. 1 (2) of the Convention on the Rights of Persons with Disabilities.

《残疾人权利公约》第一条第二款。

3

3

Committee on Economic, Social and Cultural Rights, general comment No. 13 (1999) on the right to education.

经济、社会及文化权利委员会关于受教育权的第13(1999)号一般性意见。

4

4

See A/HRC/25/29 and Corr.1, para. 4, and United Nations Children’s Fund (UNICEF), The Right of Children with Disabilities to Education: a Rights-based Approach to Inclusive Education (Geneva, 2012).

见A/HRC/25/29和Corr.1, 第4段，以及联合国儿童基金会(儿童基金会)，《残疾儿童的受教育权：对包容性教育采取立足权利的方针》(日内瓦，2012年)。

5

5

Committee on Economic, Social and Cultural Rights, general comment No. 13.

经济、社会及文化权利委员会，第13号一般性意见。

6

6

Committee on the Rights of the Child, general comment No. 1 (2001) on the aims of education.

儿童权利委员会关于教育目的的第1(2001)号一般性意见。

7

7

Committee on Economic, Social and Cultural Rights, general comment No. 13.

经济、社会及文化权利委员会，第13号一般性意见。

8

8

Committee on the Rights of Persons with Disabilities, general comment No. 2.

残疾人权利委员会，第2号一般性意见。

9

9

Committee on Economic, Social and Cultural Rights, general comment No. 13.

经济、社会及文化权利委员会，第13号一般性意见。

10

10

Committee on the Rights of Persons with Disabilities, general comment No. 2.

残疾人权利委员会，第2号一般性意见。

11

11

Ibid.

同上。

12

12

See Committee on Economic, Social and Cultural Rights, general comment No. 3 (1990) on the nature of States parties’ obligations, para. 9.

见经济、社会及文化权利委员会关于缔约国义务的性质的第3(1990)号一般性意见，第9段。

13

13

Ibid.

同上。

14

14

Letter dated 16 May 2012 by the Chair of the Committee on Economic, Social and Cultural Rights addressed to States parties to the International Covenant on Economic, Social and Cultural Rights.

经济、社会及文化权利委员会主席2012年5月16日致《经济、社会及文化权利国际公约》缔约国的信。

15

15

Committee on Economic, Social and Cultural Rights, general comment No. 3.

经济、社会及文化权利委员会，第3号一般性意见。

16

16

Ibid., general comment No. 11 (1999) on plans of action for primary education and general comment No. 13.

同上，关于初级教育行动计划的第11(1999)号一般性意见和第13号一般性意见。

17

17

Committee on the Elimination of Discrimination against Women, “Concept note on the draft general recommendation on girls’/women’s right to education” (2014).

消除对妇女歧视委员会，“关于女童/妇女受教育权的一般性建议草案的概念说明”(2014年)。

18

18

Committee on the Rights of the Child, general comment No. 14 (2013) on the right of the child to have his or her best interests taken as a primary consideration.

儿童权利委员会关于儿童有权要求以自己的最大利益作为首要考虑的第14(2013)号一般性意见。

19

19

Ibid., general comment No. 12 (2009) on the right of the child to be heard.

同上，关于儿童表达意见的权利的第12(2009)号一般性意见。

20

20

Ibid., general comment No. 8 (2006) on the right of the child to protection from corporal punishment and other cruel or degrading forms of punishment.

同上，关于儿童受保护免遭体罚和其他残忍或不人道形式惩罚的权利的第8(2006)号一般性意见。

21

21

Ibid., general comment No. 17 (2013) on the right of the child to rest, leisure, play, recreational activities, cultural life and the arts.

同上，关于儿童享有休息和闲暇、从事游戏和娱乐活动、参加文化生活和艺术活动的权利的第17(2013)号一般性意见。

22

22

Office of the United Nations High Commissioner for Human Rights, Human Rights Indicators: a Guide to Measurement and Implementation (New York and Geneva, 2012).

联合国人权事务高级专员办事处，《人权指标：衡量和执行指南》(纽约和日内瓦，2012年)。