A/HRC/40/27 33. In order for the above to be possible, the relevant mechanisms must provide accessible, inclusive, confidential and gender-sensitive procedures to ensure that children with disabilities can participate on an equal basis with others and voice their views without risk of re-victimization or fear of reprisal.25 34. The absence of accessible, child-friendly information and awareness-raising about children’s rights limit the opportunities for children with disabilities to invoke their rights and to hold the Government and others to account. Learning about their rights, acquiring the skills of participation, gaining confidence in gathering and applying information, engaging in dialogue with others and understanding the responsibilities of Governments are all vital elements in creating an articulate citizenry. 26 Moreover, children with disabilities can be supported by civil society and national human rights institutions in navigating the system to submit complaints and seek justice; for example, in Turkey, between 2014 and 2016, 24 regional seminars were held to build the capacity of civil society and to enhance dialogue between public sector and civil society organizations, particularly those advocating for the rights of persons with disabilities, including children with disabilities. This initiative was complemented by national public awareness-raising campaigns on the rights of persons with disabilities, which also involved the release of three educational animated films. D. Awareness-raising 35. Discrimination against children with disabilities may be fuelled by widespread stigma and negative stereotypes about their impairments, as well as by other grounds, such as gender and age. Beliefs that children with disabilities are cursed and bring misfortune to the family and community, that they practice witchcraft, cannot be educated or are a burden to society are direct causes of segregation and institutionalization, and render such persons particularly vulnerable to violence, abuse, bullying and exploitation. 36. To combat discrimination, article 8 of the Convention on the Rights of Persons with Disabilities calls upon States to foster respect for the rights and dignity of persons with disabilities and to combat stereotypes, prejudices and harmful practices, including those based on sex and age, in all areas of life. Public awareness-raising campaigns should be carried out to promote positive perceptions and greater social awareness of persons with disabilities, and recognition of their skills and contributions. Furthermore, training and other information programmes should be conducted to educate children with disabilities and others about their rights, as a key means to changing attitudes. Campaigns and training should aim at raising awareness of the risks that children with disabilities face and at deconstructing disempowering social and cultural beliefs concerning children with disabilities, including beliefs held with regard to specific impairments, such as in the case of children with albinism, intellectual disabilities, autism or psychosocial disabilities. 37. In Norway for example, the Escalation Plan against Violence and Abuse (2017– 2021) was devised to address the challenges associated with violence against and abuse of children, including children with disabilities. In this context, the Government has committed to more effectively provide information to groups of children at heightened risk of experiencing violence, in particular children with disabilities. Among other measures, it launched “Jeg Vet”, a digital resource used to educate children, including those with disabilities, on their right to be protected from violence. In addition, the Directorate for Children, Youth and Family Affairs has published guidelines and public information on how to disclose and address violence and sexual abuse against children with disabilities. 38. In Malta, the Career Guidance and Transitions Programme empowers children with disabilities by encouraging them to believe that they can and should pursue their education to tertiary level, alongside other students. The specific measures in place were designed to support them to continue with post-secondary opportunities, thereby reducing the number 25 26 10 Ibid. UNICEF, Take Us Seriously! Engaging Children with Disabilities in Decisions Affecting their Lives, June 2013, p. 10.