A/HRC/25/29 evaluate the individual situation before deciding on the support measures required. Individual plans should be regularly updated, based on achievable targets and expressed in clear language. 48. There may be numerous support measures based on individual education plans, ranging from the provision of compensatory aids, special learning aids, assistive and information technology and the application of special education procedures. One of the most important measures is the use of a learning support assistant, either shared or on a one-to-one basis, depending on the needs of the student. It is important to stress that this non-exhaustive list is a continuum of support measures reflected in article 24, paragraph 2 (d) and (e), of the Convention. 49. All of these measures should be sustained by adequate allocation of resources in the State budget. In Ireland, 15 per cent of the entire education budget is allocated to provide support in mainstream schools. Even when financial constraints have impeded full-fledged options, States have found creative solutions. In Guatemala, teams of itinerant pedagogical advisers visit mainstream schools to provide orientation and advice. The transformation of special schools into resource centres, as part of the process of moving from a segregated to inclusive education system, can be extremely useful in this regard. F. Equalization of opportunities 50. Article 24, paragraph 3, of the Convention on the Rights of Persons with Disabilities refers to a series of measures necessary for persons with disabilities, and particularly certain groups of persons with disabilities, to participate in the education system and in society. States parties must facilitate access to Braille, other alternative scripts, augmentative and alternative modes, diverse means and formats of communication, orientation and mobility skills, peer support and mentoring, as well as the learning of sign language, and promotion of the linguistic identity of the deaf community. Chile and the Czech Republic have frameworks that allow for many of these measures, while Cuba and Norway provide for sign-language interpreters in regular schools. 51. In article 24, paragraph 3, it is also underlined that States must ensure appropriate languages and modes and means of communication for the individual and environments which maximize academic and social development for students. Current education systems must develop an inclusive approach to education to convert mainstream schools into suitable learning environments for all students, including students who are blind, deaf and deaf-blind. Enhanced inclusive measures must be adopted, promoting bilingual teaching, not only to provide for the integration of deaf students but also for the hearing-abled students so that they can be part of the inclusive process. “Environments which maximize academic and social development” should not be read as equating to segregated environments, but as an obligation on States to improve the process of inclusion into mainstream schools. Placing students in mainstream schools is not enough; adequate support is needed and effective participation too.39 For example, deaf students must have access to signing communities to communicate properly. All students in mainstream schools should have access to sign-language education to improve inclusion of the deaf community. At the same time, students with visual or other impairments require accessibility measures and support appropriate to their needs. 39 Hilde Haualand and Colin Allen, Deaf People and Human Rights (World Federation of the Deaf, 2009). Available from www.wfdeaf.org/wp-content/uploads/2011/06/Deaf-People-and-HumanRights-Report.pdf. 13