A/HRC/25/29 and dependent on all the others articles of the Convention and must be read under the general principles adopted in article 3. Article 24 should be read in conjunction with article 19 (living independently and being included in the community), the requirement of an inclusive education system also being a prerequisite for the full inclusion and participation in a community, and for countering the isolation and segregation, of persons with disabilities. 19. The goals of education as referred to in article 24, paragraph 1, are neither disabilityspecific nor disability-related. The article echoes the general objectives as proclaimed in the International Covenant on Economic, Social and Cultural Rights and reflected in the Convention on the Rights of the Child, namely, the development of human potential and sense of dignity (article 24 also refers to a sense of “self-worth”), respect for human rights (article 24 adds “human diversity”), the development of personality, talent and abilities to a person’s fullest potential, and effective participation in a free society. 20. Article 24, paragraph 2, provides for ensuring that persons with disabilities are not excluded from the general education system, which implies that students should not be rejected by mainstream schools on the basis of any impairment (art. 24, para. 2 (a)). States are also required thereby to ensure that persons with disabilities have access to an inclusive, quality and free primary education and secondary education on an equal basis with others. The concepts of accessibility and adaptability are particularly relevant in this regard. Accessibility is reinforced by article 9 of the Convention, in which State parties are required to take appropriate measures to ensure access to persons with disabilities.23 Adaptability is an essential feature in a comprehensive review of the education system in order to make schools inclusive. 21. In article 24, paragraph 2 (c), States parties are required to provide reasonable accommodation, which, as defined in article 2 of the Convention, is based on an individual assessment to ensure the enjoyment of human rights. It is important to highlight that, under the Convention, the denial of reasonable accommodation is discrimination on the basis of disability and hence prohibited with immediate effect. Under article 24, paragraph 2 (d) and (e), States parties are obliged to provide the necessary support, including individualized support measures. 22. Article 24, paragraph 3, focuses on the equality of opportunities for persons with disabilities with special attention given to the needs of persons sharing a common form of impairment. It requires States parties to enable persons with disabilities to acquire life and social development skills to facilitate their full and equal participation in education and in their communities. This includes facilitating the learning of Braille, sign language, and other means and formats of communication, as well as of orientation and mobility skills. In the case of the deaf community, the promotion of the linguistic identity is required. This provision is aimed at ensuring that persons facing communication barriers are not excluded from the general education system and that they receive instruction in the appropriate languages, modes and means of communication in environments which maximize their development, not only academic but also social. 23. In article 24, paragraph 4, it is indicated that for general education systems to be inclusive teachers who are qualified in sign language and/or Braille must be employed. Furthermore, professionals and staff who work at all levels of education must be trained in disability awareness and in the use of appropriate communication, educational techniques and materials. 23 8 Schools are explicitly referred to in article 9, paragraph 1 (a).