Inclusive Education has many different aspects to consider. Physical and mental disabilities are important to remember in education accessibility as they carry a great ability to isolate people within education systems or even keep them out in many cases. In order to address this, the United Nations created the United Nations Convention on the Rights of Persons with Disabilities, or CRPD, under the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Global Initiative for Inclusive Information and Communication Technologies (G3ict). The CRPD was created to develop a ‘model policy document to be used as a template to assist UNESCO member states in promoting the effective use of inclusive ICTs in education for learners with disabilities,’ according to the Model Policy for Inclusive ICTs in Education for Persons with Disabilities. This model policy document serves two purposes: to act as a blueprint for short, mid and long-term action as well as to be an audit tool for member states to check their progress in relation to inclusive education.
The specifics of inclusive education can involve anything from personalized class lessons to screen readers or wheelchair ramps. The inclusion of both physical and mental disabilities has been considered under the CRPD which has led to a non-discriminatory approach regarding the intersectionalities between disabilities, human rights, gender equality, and access to services. This has been done through reasonable accommodations for different disabilities and an outlook for how to improve based on current technologies and capabilities. While there are still areas lacking in inclusive education, many areas have made huge strides to reduce the stigma around this group of people and allow for further educational advancements. In order to further this, individual needs must be met, ability for lifelong learning must see increased focus, and education for those with disabilities must see a systems approach in order to normalize this population’s education.