Inclusion International has submitted a written contribution to the Open-ended Intergovernmental Working Group on an Optional Protocol to the Convention on the Rights of the Child, focusing on the right to education.

Our submission draws on experiences from our global network, highlighting the barriers children with intellectual disabilities face in accessing inclusive education.

What We Did

In April 2025, we responded to a call for inputs from the working group.

To inform our submission, we surveyed our members in 20 countries, including Italy, Spain, Germany, the Netherlands, Switzerland, Moldova, Finland, India, Armenia, Mauritius, Uganda, Egypt, Saudi Arabia, Benin, Canada, the United States, Mexico, Colombia, Argentina, and Peru.

The survey focused on access to pre-primary and secondary education for children with intellectual disabilities.

What We Heard

Our members reported that children with intellectual disabilities often face multiple barriers to education.

These include:

  • Lack of trained educators and support staff: Teachers often lack the training needed to support diverse learners.
  • Stigma and discrimination: Negative attitudes towards disability can lead to exclusion from mainstream education.
  • Hidden costs: Expenses such as transportation, learning materials, and support services can make education inaccessible, even when it is legally free.

In pre-primary education, access is limited by inadequate infrastructure and a lack of support services. In secondary education, rigid academic systems and formal exclusion policies further marginalize students with intellectual disabilities.

This means that from early childhood through to secondary school, children with intellectual disabilities are often left out because schools are not built or run in ways that include them.

What Needs to Change

To make free public education truly inclusive, governments need to invest in long-term solutions—not short-term projects. That means putting stable public funding behind inclusion at every level.

Inclusion must start early and be supported throughout a child’s life. Governments should close special schools, train staff, and build accessible systems that support all learners.

Laws and policies must clearly state that education is free and inclusive—for all children, including migrants and refugees.

Families, self-advocates, and organisations must be part of building and checking education systems.

Free education is not enough. It must also be good quality, with clear and accessible information for everyone.

For more detailed information, you can download our full report:
Access to Education for Children with Intellectual Disabilities: Voices from Inclusion International Network

If you have further questions, please contact fede@inclusion-international.org.

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Featured Image credit: Nahom Tesfaye, used under CC BY-NC-ND 2.0. This image is shared for non-commercial use and cannot be changed.