A/HRC/25/29 means to ensure the right to education to all students, including persons with disabilities, without discrimination and on equal terms with others. In other words, in the Convention it was underscored that the right to education is in fact the right to inclusive education. 7. Inclusion is a process that recognizes: (a) the obligation to eliminate barriers that restrict or ban participation, and (b) the need to change culture, policy and practice10 of the mainstream schools to accommodate the needs of all students, including those with impairments. An inclusive education implies transforming the school system and ensuring interpersonal interactions based upon core values which allow for the full learning potential of every person to emerge. It also implies effective participation, individualized instruction and inclusive pedagogies. Some key values of inclusive education are equality, participation, non-discrimination, celebrating diversity and sharing good practices. The inclusive approach values students as persons, respects their inherent dignity and acknowledges their needs and their ability to make a contribution to society. It also acknowledges difference as an opportunity for learning, and recognizes the relationship between the school and the wider community as grounds for creating inclusive societies with a sense of belonging (not only for students but for teachers and parents too). 8. Inclusive education is socially important because it provides a sound platform for countering stigmatization and discrimination. A mixed learning environment that includes persons with disabilities allows their contributions to be valued, and prejudices and misconceptions to be progressively challenged and dismantled. Inclusive education also enhances quality education for all by leading to wider-ranging curricula and instructional strategies which contribute to the overall development of capacities and skills. This nexus of learning and development — when inclusive of a diversity of participants with varying abilities — introduces new perspectives for achieving objectives and self-esteem, and empowering individuals to build a society based on mutual respect and rights. 9. The realization of the right to education is a precondition for social and economic inclusion, and full participation in society. The right to education has, therefore, been recognized as an example of the indivisibility and interdependence of all human rights on account of its key role in the full and effective realization of other rights.11 Formal education facilitates formal certification, which is increasingly required by the open job market today. This makes it necessary for persons with disabilities to obtain educational degrees and certificates equally with others in order to compete and be part of the workforce. This becomes all the more important considering that persons with disabilities suffer from disproportionally higher rates of unemployment due to discrimination.12 Furthermore, the improved employability of persons with disabilities reduces welfare costs and contributes to economic growth. The negative impact of the unemployment of persons with disabilities on gross domestic product13 could be reduced by guaranteeing access to inclusive education systems. 10 11 12 13 See Tony Booth and Mel Ainscow, The Index for Inclusion: Developing Learning and Participation in Schools (Bristol, Centre for Studies on Inclusive Education, 2004). See Committee on Economic, Social and Cultural Rights, general comments No. 11 (1999) on plans of action for primary education and No. 13 (1999) on the right to education. For more detail on this, see OHCHR, thematic study on the work and employment of persons with disabilities, A/HRC/22/25. Sebastian Buckup, “The price of exclusion: The economic consequences of excluding people with disabilities from the world of work”, Employment Working Paper, No. 43 (ILO, 2009). 5