A/HRC/43/41/Add.2 Convention on the Rights of Persons with Disabilities. While acknowledging these efforts, the Special Rapporteur is concerned that federal core funding for organizations of persons with disabilities has not significantly increased in recent years and that the funding available has benefited mainly nationwide organizations with the capacity to afford all the administrative and economic requirements. C. Women with disabilities 44. Women with disabilities face serious challenges in Canada. They are almost twice as likely as women without disabilities to have been sexually assaulted, with 24 per cent of women with cognitive disabilities and 26 per cent of women with mental health-related disabilities reporting having been sexually abused before the age of 15 years. 11 Women with disabilities are also at a greater risk of intimate partner violence: in 45 per cent of all self-reported violent crime incidents involving a female victim, the victim had a disability. 12 However, services for survivors of intimate partner violence are often not able to respond to the needs of women with disabilities. The lack of accessibility in shelters across Canada prevents many women with disabilities from using those services. 45. The Government of Canada uses an analytical process known as Gender-based Analysis Plus (GBA+) to examine the impact that various intersecting facets of identity have on the effectiveness of government initiatives.13 The “Plus” in the title acknowledges that the process takes into consideration not only sex and gender, but also many other facets of identity, like race, ethnicity, religion, age and disability. The Special Rapporteur welcomes the explicit recognition of intersectionality for policy analysis and programming, and encourages the Government to reinforce efforts to raise awareness and help analysts to adequately address disability-related issues. D. Education 46. Provincial and territorial governments are responsible for the development and enactment of education policy, which results in significant disparities in the way Canadians with disabilities access education, depending on where they live. The Special Rapporteur welcomes the progress in inclusive education achieved in New Brunswick, where all children with disabilities attend regular schools. In the view of the Special Rapporteur, that situation is one of the best in the world and should be taken as a role model. The government of New Brunswick adopted legislation and policies requiring the inclusion of students with disabilities in general schools and the provision of support in an integrated and interdisciplinary way. Inclusion was strengthened and became sustainable due to the introduction of an integrated services delivery framework. Currently, the government of New Brunswick is part of an interprovincial collaboration aimed at developing rights-based and evidence-based tools to support the educational inclusion of children with autism. 47. While there has been a shift in policy from special to inclusive education, most provinces and territories maintain segregated educational systems. For example, in Ontario, the Education Act and Regulation 181/98 allow the segregation of students in a special education class or school. During the school year 2017/18, at least 15 per cent of students with “special education needs” received segregated services. 48. Article 235 of the Education Act of Quebec grants school boards the power to decide on the inclusion or segregation of students with disabilities following a case-by-case evaluation. In 2017, the government of Quebec adopted its first policy on educational achievement,14 which prioritizes the inclusion of students with disabilities in mainstream educational settings. This new policy has resulted in an increase in the proportion of 11 12 13 14 See www150.statcan.gc.ca/n1/pub/85-002-x/2018001/article/54910-eng.htm. Ibid. See https://cfc-swc.gc.ca/gba-acs/index-en.html. See www.education.gouv.qc.ca/references/tx-solrtyperecherchepublicationtxsolrpublicationnouveaute/resultats-de-la-recherche/detail/article/politique-de-la-reussite-educative. 9