A/HRC/40/27 institution with the misconceived expectation that they receive at least some form of education. B. Implementing the right to education 42. Inclusion in education is more than a means of ending segregation. Inclusive education involves “a commitment to creating schools which respect and value diversity, and aim to promote democratic principles and a set of values and beliefs relating to equality and social justice so that all children can participate in teaching and learning”. 29 In its general comment No. 4, the Committee on the Rights of Persons with Disabilities pointed out that inclusive education was not about placing children with disabilities in existing mainstream educational institutions and leaving them to adjust to the standardized requirements of such institutions; rather, it involved a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and the environment that best corresponds to their requirements and preferences. Inclusive education recognizes the capacity of every child to learn. 1. Legal and policy framework 43. The implementation of the right to inclusive education requires that States put in place a comprehensive and coordinated legislative and policy framework ensuring a nondiscrimination approach and a progressive realization process to transform the general education system into an inclusive system. 30 To ensure the non-discrimination perspective, laws and policies should explicitly comprise a “no-rejection clause”, forbidding the denial of admission into mainstream schools and guaranteeing continuity in education. As an antidiscrimination measure, such a clause would have immediate effect, and should be reinforced and complemented by the provision of reasonable accommodation for individuals with disabilities. Impairment-based assessment for the assignment of schools should be discontinued, and the support needs for effective participation in mainstream schools assessed. 2. Transformation of the education system 44. Inclusive education requires that the entire educational system be made accessible, while the organizational culture of schools must be transformed to include all students, including those with greater support requirements. A curriculum that has been adapted to the situation of students with disabilities and others can support the transformational process towards fully inclusive systems. Resources currently dedicated to special education should be made available in the general education system, as segregated settings are progressively replaced by inclusive settings. This implies investing in training, and the provision of support and accessible materials and technologies. 3. Training 45. Inclusive education cannot be achieved if teachers are insufficiently aware of its benefits, have uninformed or outdated opinions about the educational capabilities and needs of children with disabilities, or lack the expertise to work with all students, with and without disabilities. Conversely, teachers who are committed to teaching all children and have the pedagogical skills to work in a diverse classroom environment are instrumental in empowering children with disabilities to benefit fully from their education. As part of both their initial training and continuous professional development, teachers at the preschool, primary, secondary, tertiary and vocational education levels should be provided with the core competencies and values necessary to work in an inclusive educational environment. 29 30 12 The right of children with disabilities to education: a rights-based approach to inclusive education, Position Paper, UNICEF, 2012, p. 8. Committee on the Rights of Persons with Disabilities, general comment No. 4, para. 63.