Global-Report-Living-Colour-dr2-2

96
Inclusive Communities = Stronger Communities
GLOBAL REPORT ON ARTICLE 19: THE RIGHT TO LIVE AND BE INCLUDED IN THE COMMUNITY
Other self-advocates in Latin America and Africa
talked about being mocked for their looks, ignored by
neighbors or called names. Bolivian families talked
about discrimination on the bus, in the street, in
public squares and in parks. A mother in Bahrain said
“I wish there would be someone to call my daughter and
invite her for activities or to meet people.”
Juan Carlos told us what it means for him to be part
of a community.
“I help my friends with math, playing the guitar,
piano and flute. I like where I live. I feel part of the
community and I belong to a political party and have
an identity card so I can exercise my right to vote.”
– Colombia
‰ Lack of Inclusive Education
Both Families and self-advocates talked
about the importance of inclusive education
as a key building block in achieving real
inclusion in the community. We heard that
when children with intellectual disabilities
go to school with their non-disabled peers
the natural supports which they receive in
the classroom and from their community are
fundamental to their inclusion in the
community as they grow into adulthood.
Article 24 on education requires that States
Parties ensure “an inclusive education system
at all levels” and that “persons with
disabilities are not excluded from the general
education system on the basis of disability.” The
United Nations Special Rapporteur on the Right to
Education recommended that this means having one
system responsible for the education of all students,
rather than having a social ministry responsible for
educating children with disabilities. It also means
making certain practical accommodations.