A/HRC/4/29 page 13 IV. CHALLENGES TO THE REALIZATION OF THE RIGHT TO EDUCATION OF PERSONS WITH DISABILITIES 35. A principal issue that must be addressed for the achievement of the right to education of persons with disabilities is the identification and management of challenges that prevent effective inclusion. Potential challenges have been noted above and include: existing negative attitudes and values towards persons with disabilities; inattention to the specific needs of women with disabilities; inadequate skills among teachers and administrators; inaccessibility of education, particularly physical access to buildings and access to learning materials; resource constraints; and inadequate attention to the special education needs of learners in mainstream education. Many of these challenges can be addressed at the macrolevel, reaffirming the State’s position as primary duty-bearer with regard to human rights. 36. Of these, the principal challenge is the deeply embedded social stigmatization of persons with disability. Stereotypical images, often combined with hostility and traditional attitudes towards persons with disabilities, currently prevalent among teachers, school authorities, local authorities, communities and even families, can reinforce exclusion of learners with disabilities, and clearly hinder inclusion. Indeed, this is recognized in the Convention on the Rights of Persons with Disabilities, which formally records that it is not “disability” that hinders full and effective participation in society, but rather “attitudinal and environmental barriers” in that society. Such barriers and stigmatization underscore the imperative of keeping rights clearly articulated and entrenched in policy and legislative frameworks. Consequently, the institution of awareness-raising campaigns on inclusive education and, more broadly, on the Convention on the Rights of Persons with Disabilities, as well as training programmes for teachers and other professionals related to lifelong learning, are essential.20 37. Inclusion is too often misconceived as prohibitively expensive, impractical or a strictly disability-specific issue. Research suggests, however, that States that have appropriately implemented the inclusive education model have found it can be less costly to implement and operate than segregated special education services; have broader educational and social benefits for children and contribute significantly to the ongoing professional development and job satisfaction of educators.21 38. This is not to say that inclusive education, in order to be implemented successfully, is without resource implications. It was estimated in the Education for All 2000 Assessment that achieving education for all globally would require an increase in financial support by donors of approximately US$ 8 billion a year.22 Given that many countries have limited resources that have to be divided among a range of social sectors, it is important that States use the “maximum 20 Convention on the Rights of Persons with Disabilities, art. 8. 21 Porter, Gordon, Disability and education: toward an inclusive approach. Inter-American Development Bank 2006. 22 UNESCO (2003), “Overcoming exclusion through inclusive approaches in education”, Conceptual Paper, p. 15.