A/HRC/4/29 page 12 (c) Identify minimum standards in relation to the underlying determinants of the right to education 29. States should both view and ensure the family, community and civil society as active participants in inclusive education. Policy and legislation should seek to ensure such participation of the community, including of course those learners with disabilities themselves, in decision-making, through capacity-building, combating habitual and discriminatory attitudes and misconceptions about persons with disabilities, ensuring the liberty of parents to choose educational institutions for their children and raising general awareness about the rights of persons with disabilities. (d) Ensure a transition plan 30. The specific detail of the introduction and transition to inclusive education is often a process that has, and it can be expected will continue, to differ across States. Whichever form such a process might take, legislative and policy frameworks should specifically provide for a transition plan to ensure that learners are not left stranded in reform processes. (e) Identify duty-bearers and their responsibilities 31. States must identify the responsibilities of relevant actors and devolve responsibilities central, provincial and local government, ministries of education, school administrators, teachers and others, such as community organizations, where relevant. (f) Provide resources 32. States should guarantee adequate minimum and sustainable resource allocations, and seek international assistance where resources or knowledge are lacking. (g) Establish monitoring and evaluation mechanisms 33. States should establish effective and transparent monitoring and evaluation procedures, including thorough provision for statistical and data collection and analysis. They should also make provision for an effective individual remedy, including judicial remedies and ensure an active role for national human rights commissions and disability ombudsmen. 34. Priority areas for funding to promote inclusive education include: pre-service training for teachers and school administrators; in-service training for teachers and administrators and professional development; the conversion of special schools into resource centres and the use of staff in special schools to provide expertise in mainstream schools; the guarantee of adequate remuneration for teaching and related staff and the introduction of reasonable accommodations (physical, technological, structural) to ensure that the learning environment is accessible for all students with disabilities.