How inclusive is the right to inclusive education? An assessment of the UN convention on the rights of persons with disabilities’ concluding observations

Byrne, Bronagh

doi:10.1080/13603116.2019.1651411

Cited by 78Disability Rights and RepresentationLegal Issues in EducationInclusive Education and Diversity

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How inclusive is the right to inclusive education? An assessment of the UN convention on the rights of persons with disabilities’ concluding observations

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Byrne, Bronagh·2022·International Journal of Inclusive Education

DOI 10.1080/13603116.2019.1651411

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Abstract

Across jurisdictions, what constitutes inclusive education varies. The adoption of the UN Convention on the Rights of Persons with Disabilities (CRPD) in 2006 provides a critical opportunity to untangle the elasticity of ‘inclusive education’. Using Article 24 CRPD as the normative framework for inclusive education and drawing on a content and critical policy analysis of the Concluding Observations of all countries examined by the CRPD Committee to date, this article systematically explores the emerging trends and foci of the right to inclusive education across the globe and examines their implications for discourse and practice. It will be argued that while the right to inclusive education has become more focused, persistent concerns abound. In particular, voice must be given to children with the most complex and profound disabilities and for whom the practicalities of inclusive education are more difficult to achieve. Greater focus is also required in achieving a rights-compliant transition from segregated to inclusive education settings that does not, in the process of doing so, rescind the rights of the minority of children with the most profound disabilities currently in segregated schools. These issues need to be explicitly confronted so that the inclusive education can be promoted for all children with disabilities.

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The UN Committee on the Rights of Persons with Disabilities identified limited access to tertiary education as an issue of concern in 17% of its Concluding Observations issued between 2011 and 2018.
“Furthermore, the UN Committee on the Rights of Persons with Disabilities ('the Committee') has identified 'limited access to tertiary education' as an 'issue of concern' in 17% of its Concluding Observations issued between 2011 and 2018 (Byrne, 2022, p. 308).”
From Inclusive higher education for people with intellectual disability: obligations for higher education institutions under the United Nations Convention on the Rights of Persons with Disabilities (2026) · cites this paper as Byrne, 2022

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Authors: Byrne, B.
Affiliations: Queen's University Belfast (GB)
Corresponding author: Byrne, Bronagh
ORCID: Byrne, Bronagh
Venue: International Journal of Inclusive Education
Publisher: Informa UK Limited
Published: 2019-08-06
Volume: 26
Issue: 3
Pages: 301-318
ISSN: 1360-3116 (ISSN-L)
1464-5173
DOI: 10.1080/13603116.2019.1651411
OpenAlex: W2965929195
Cited by: 78
References: 27
Citations by year: 2026: 14 · 2025: 17 · 2024: 12 · 2023: 13 · 2022: 12 · 2021: 6 · 2020: 4
FWCI: 9.62
Type: journal article
Language: en
Open access: green
pure.qub.ac.uk
Licence: other-oa
Locations: International Journal of Inclusive Education (publishedVersion)
Research Portal (Queen's University Belfast) (submittedVersion, other-oa)
Topics: Social Sciences › Sociology and Political Science › Disability Rights and Representation
Social Sciences › Law › Legal Issues in Education
Social Sciences › Education › Inclusive Education and Diversity
Keywords: inclusive education, Convention on the Rights of Persons with Disabilities, concluding observations, children with disabilities, school segregation, children's rights, disability rights

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How inclusive is the right to inclusive education? An assessment of the UN convention on the rights of persons with disabilities’ concluding observations

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