A/HRC/4/29 page 11 have the responsibility to promote and protect the right to inclusive education. However, prevalent misconceptions about disability generally, the belief that children with disabilities must either “adapt” to mainstream schools and/or that segregated schools are appropriate are currently held by all three groups. It is vital that these misconceptions are broken down, and swiftly. To this end, States should consider programmes to provide information and raise awareness among the community generally on the importance of inclusive education. More specifically, if indeed “teacher attitudes and tolerance are the vehicles for the construction of an inclusive and participatory society”,18 as convincingly asserted by UNICEF, focused pre- and in-service training for teachers is imperative, as is the establishment of training programmes for school administrators, education planners and policy makers. Policy, legislative and financial frameworks 26. Adequate domestic policy, legislative and financial frameworks are a prerequisite for States’ meeting their obligations in relation to the right to education generally and inclusive education specifically. States should consequently ensure adequate, focused and effective legislative, policy and financial frameworks. It is important here to emphasize that legislation is not an end in itself and the impact of legislative frameworks depends on the level of implementation, the sustainability of funding, effective monitoring and evaluation, as well as more detailed policy frameworks that ensure that legal norms are translatable into practical terms and programmes. At a minimum and with the above points in mind, these frameworks should:19 (a) Recognize inclusive education as a right 27. States should recognize inclusive education as an inherent component of the right to education. To give guidance to the meaning of legislation and to entrench it, States should make specific reference to any relevant treaty obligations under international human rights law. (b) Identify minimum standards in relation to the right to education 28. States should formally identify standards of education to ensure that persons with disabilities can enjoy available, accessible, acceptable and adaptable education on an equal basis with others. These standards should cover at the minimum: physical access, communication access (sign language and Braille), social access (to peers), economic access (affordability) of schooling; early identification of special education needs and early childhood intervention; the promotion of curriculum development that is common to all learners and fosters human rights education and learning; the guarantee of mandatory pre-service and in-service training for teachers and school administrators; the provision of individualized student support, where necessary; the linking of all areas of education reform to ensure consistency throughout with the right to education and inclusive education. 18 19 UNESCO (2005), op. cit., p. 17. Adapted from Peters, Susan J., Inclusive Education: An EFA Strategy for All Children, World Bank, November 2004, pp. 32-46.