A/HRC/4/29 page 23 83. Nonetheless, while such challenges exist, the alternative of excluding large sections of the community from enjoying their right to education and the related consequences inequality, exclusion of persons with disabilities from participating in society including through employment, the entrenchment of barriers and discriminatory attitudes and practices, the maintenance of costly segregation in education and so on - provides the impetus to seek solutions to such challenges. Importantly, much can be done to work towards inclusive education either at little additional costs or through the more efficient and effective use of existing resources. 84. The Special Rapporteur recommends that States take the following steps towards ensuring an effective inclusive education system: (a) Eliminate legislative or constitutional barriers to children and adults alike with disabilities, being included in the regular education system. In this regard States should: − Ensure a constitutional guarantee of free and compulsory basic education to all children; − Adopt and entrench legislation aimed at ensuring the rights of persons with disabilities; − Ensure that legislation prohibiting discrimination in employment is adopted and enforced. This will enable persons with disabilities to become teachers; − Ratify the Convention on the Rights of Persons with Disabilities; (b) Ensure that one ministry is responsible for the education of both children and adults. States may therefore need to: − Amend legislation so that the Ministry of Education is responsible for the provision of all education; (c) Ensure that one school system is responsible for the education of all children in their region. To this end, States may need to: − Amalgamate budgets and administration of special education and regular education within a geographical area; − Adopt policy priorities and legislation that promotes inclusion of all students in the mainstream education system; (d) Transform existing special education resources - special schools or classes into resources to assist the mainstream system. To do this States may need to: − Train special educators to serve as additional resources to regular teachers; − Transfer students from special programmes to regular classes supported by the resource staff;