implementation of inclusive of assistants: the main focus is working education, consistent with the with children but additional time should principle of progressive realization. be allocated for preparation, supervision, liaison with other staff, participation at General Comment no.4, Section V, relevant meetings, etc. para.70 The Committee urges States parties to transfer resources from segregated to inclusive environments. Organization and Article 33 para.1 External monitoring Administration States Parties, in accordance with Independent monitoring boards (e.g. a The Special Educational Needs and Disability of the service their system of organization, shall local arbitration committee) should be in (SEND) Tribunal fulfils some of these designate one or more focal points place with a remit to investigate functions, although shorter timeframes within government for matters concerns that the right of an individual around disability discrimination claims would relating to the implementation of the pupil to fully participate in school life is be preferable. present Convention, and shall give threatened or breached. Such boards due consideration to the should be local and education-specific, establishment or designation of a with the power to mediate between coordination mechanism within conflicting positions. Parents, teachers, government to facilitate related action assistants and pupils can appeal to these in different sectors and at different boards for help. The members of such levels. boards should represent the relevant stakeholders of inclusive educational General Comment no.4, Introduction, systems (parents, teachers, assistants, para.4 persons with disabilities etc.) Barriers that impede access to Who is the employer? inclusive education for persons with
implementation of inclusive education, consistent with the principle of progressive realization. General Comment no.4, Section V, para.70 The Committee urges States parties to transfer resources from segregated to inclusive environments. of assistants: the main focus is working with children but additional time should be allocated for preparation, supervision, liaison with other staff, participation at relevant meetings, etc. Organization and Administration of the service Article 33 para.1 States Parties, in accordance with their system of organization, shall designate one or more focal points within government for matters relating to the implementation of the present Convention, and shall give due consideration to the establishment or designation of a coordination mechanism within government to facilitate related action in different sectors and at different levels. General Comment no.4, Introduction, para.4 Barriers that impede access to inclusive education for persons with External monitoring Independent monitoring boards (e.g. a local arbitration committee) should be in place with a remit to investigate concerns that the right of an individual pupil to fully participate in school life is threatened or breached. Such boards should be local and education-specific, with the power to mediate between conflicting positions. Parents, teachers, assistants and pupils can appeal to these boards for help. The members of such boards should represent the relevant stakeholders of inclusive educational systems (parents, teachers, assistants, persons with disabilities etc.) Who is the employer? The Special Educational Needs and Disability (SEND) Tribunal fulfils some of these functions, although shorter timeframes around disability discrimination claims would be preferable.
IMASRecommendations_UK.docx