A/HRC/45/15/Add.1 programme to obtain qualifications and compete successfully in the labour market. 21 He will continue to study this and other good practices that can be promoted and implemented in other countries. 39. The Special Rapporteur was encouraged to hear of the efforts made to give effect to the right to education for children from Yenish, Sinti/Manush and Roma communities while taking into consideration the itinerant way of life of these communities. 22 He was also encouraged to hear about plans to facilitate the integration of young asylum seekers by providing them with coaching and language training and giving them access to the labour market, and about the programmes providing integration coaching and training to older refugees and other long-term residents of foreign origin that existed in some cantons. 23 40. The Special Rapporteur is, however, concerned at information received regarding the situation of children with disabilities in education. Switzerland informed the Special Rapporteur that 53.2 per cent of children receiving special educational support were taught in school classes with all other children. Of the children receiving special educational support, 6 per cent were taught in separate classes in mainstream schools and 40.8 per cent attended special schools. According to organizations of persons with disabilities, however, in numerous cantons, the school authorities decide on any additional resources as well as on the “main support location” for the children concerned. In particular, those with an intellectual disability, autistic spectrum disorders or psychosocial disabilities are still regularly channelled into separate education at special schools. Within integrative settings, children and young persons with disabilities are frequently separated in the classroom, and the necessary individual professional support is not systematically assured, including during the transition to vocational training. Appropriate accommodations (including, in particular, the so-called disadvantage compensation) or their financing are frequently refused at all levels of the education system. In addition, some disability advocates have raised the issue of a lack of accessible teaching resources. Within both regular and special schools, the provision of support to children and young persons with an intellectual disability is often regarded as inadequate by parents, in particular with regard to cognitive learning goals. The constitutional right of those children to sufficient special schooling up to age 20 is often curtailed. Deaf children, for example, are more often than not educated by teachers who are not able to sign, resulting in lower than average reading and writing skills among those children. 41. The Special Rapporteur was encouraged by the example of the Canton of Ticino, where a large majority of children with disabilities are integrated in mainstream schools and are provided with support in that environment. 24 The Special Rapporteur recalls that the Committee on the Rights of Persons with Disabilities maintains that 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.25 21 22 23 24 25 See, for example, the Centre de Formation Professionnelle Biel-Bienne, presentation for the Special Rapporteur, 26 September 2019 (in French). See also I-B-A-20+, “A bridge to integration into the Swiss labour market for adults”, presentation, 30 September 2019; and Commercial-Industrial Education Centre Zug, presentation on a training programme for kitchen employees. See Centre de Formation Professionnelle Biel-Bienne, presentation of 26 September 2019, slide 9. Ibid., slides 11–16. See also Switzerland, State Secretariat for Migration, “Dépôt pour le programme pilote d’encouragement précoce de la langue” (27 March 2017). Presentation of the Director of the School Division and Coordinator of the Department of Education, Culture and Sport of the Canton of Ticino, Emanuele Berger, on the canton’s education system and inclusion, 27 September 2019. General comment No. 4 (2016) on the right to inclusive education, para. 2. 9