A/HRC/14/25 38. Segregation can take many forms, but invariably results in discrimination and thus impedes social mobility through education.30 In this respect, the Special Rapporteur notes that “ability” grouping (and tracking) within learning environments may be based on a variety of factors, including socio-economic background, ethnic origin and migrant status. Early-ability grouping and tracking has been shown to impact negatively on the school achievement of migrant students and students of migrant origin.31 In particular, migrants are more likely than their native peers to be diagnosed as having “special needs” resulting in their placement in separate institutions providing “special” education.32 39. Some replies to the questionnaire indicated that there is a lack of information and awareness among migrant, refugee and asylum-seeker populations about their rights, specifically those that safeguard their right to education. Implicit in this is what it means to make informed school and educational decisions. It is essential, therefore, to provide information and logistical support to migrant, refugee and asylum-seeking populations to strengthen their capacity in this regard. Activities might include, for example, home visits to low-income and migrant, refugee and asylum-seeking families, “education booths” in shopping malls, information fairs and hotlines in relevant migrant languages. 40. The Special Rapporteur notes the invisibility33 of migrants, refugees and asylumseekers with disabilities. They are neither visible in current research, nor were they a focus of attention in the replies to the questionnaire. In the relevant comment that does exist, there is little recognition of their specific, in many cases discriminatory, experiences, let alone steps that might be taken to address them. 41. While the main focus of this report is on those “first-generation” migrants, refugees and asylum-seekers who are marginalized, the Special Rapporteur takes note of the recent research which confirms the Organization for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) findings concerning the structural discrimination (social, political and institutional) of “second-generation” immigrants in education. However, research into the educational concerns of secondgeneration immigrants is regrettably scarce. This lacunae demands attention.34 42. The Special Rapporteur thus believes that the basis for positive social interaction is grounded in intercultural education. This intercultural dimension of education confirms the interdependence between education and other social systems, particularly those at the community level and, as such, is the means for advancing and embedding the principles of diversity, respect and solidarity.35 V. Language and curricula concerns 43. The Special Rapporteur observes that social and cultural issues are intrinsically entwined with language and curricula. Much has been written, particularly in Europe and more widely across the OECD countries, on issues of language acquisition for migrants. 30 31 32 33 34 35 GE.10-12879 See Maurice Crul and Jens Schneider, “The Second Generation in Europe: Education and the transition to the labour market”, TIES Policy Brief (Institute for Migration and Ethnic Studies, Universiteit van Amsterdam, 2009), pp. 11–12. See A/HRC/4/29/Add.3. See EFA Global Monitoring Report 2010. See further Inter-Agency Network for Education in Emergencies (INEE), Inclusive Education and Disability Task Team at: http://www.ineesite.org/index.php/post/disability/. See EFA Global Monitoring Report 2010. See Miquel Angel Essomba, Construir la escuela intercultural: Reflexiones y propuestas para trabajar la diversidad étnica y cultural (Barcelona, Biblioteca de Aula, 2007), p. 11. 11