{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2006-13", "slug": "interpreting-educational-accessibility-crpd", "documentNumber": "ICEQC-R-2006-13", "title": "Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities", "subtitle": "A global standards-interpretive study of non-discrimination, inclusion, reasonable accommodation and equal educational participation", "family": "RESEARCH", "reportType": "THEMATIC_RESEARCH_REPORT", "researchCategory": "STANDARDS_INTERPRETATION", "reportArchetype": "STANDARDS_INTERPRETIVE_STUDY", "geographicScope": "Global", "ownerBody": "ICEQC Research and Policy Directorate", "publisher": "International Council for Education Quality Certification (ICEQC)", "publicIdentity": "ICEQC_ONLY" }, "version": { "id": "ver-iceqc-r-2006-13-en-2006-12-27", "edition": "2006", "versionLabel": "Published 2006-12-27", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2006-12-27", "evidenceCutoffDate": "2006-12-27", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "On 13 December 2006, the United Nations General Assembly adopted the Convention on the Rights of Persons with Disabilities and its Optional Protocol. As at 27 December 2006, the Convention has not yet opened for signature and is not in force. Its adopted text nevertheless provides a clear international standard for examining disability, equality, accessibility and inclusive education." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2006-13", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 20000, "suggestedTechnicalAnnexWords": 5000, "suggestedTotalWords": 25000, "actualMainTextWords": 26836, "actualTechnicalAnnexWords": 0, "actualTotalWords": 26836 }, "frontMatter": { "executiveSummary": [ "On 13 December 2006, the United Nations General Assembly adopted the Convention on the Rights of Persons with Disabilities and its Optional Protocol. As at 27 December 2006, the Convention has not yet opened for signature and is not in force. Its adopted text nevertheless provides a clear international standard for examining disability, equality, accessibility and inclusive education.", "Educational accessibility should be understood as the practical ability to enter, participate in, benefit from and progress through education on an equal basis. It encompasses physical environments, transport, information, communication, teaching, curriculum, assessment, support, qualifications and institutional decision-making.", "The report interprets twelve domains through ten tests concerned with protected function, barriers, reach, accommodation, quality, participation, evidence, proportionality, accountability and system improvement. It distinguishes general accessibility from the individual reasonable accommodation that may remain necessary.", "The central conclusion is substantive. An identical rule or facility does not establish equality where it produces exclusion. Different means may be required to secure equal participation and credible learning, while any refusal, segregation or reduced entitlement requires close, reasoned scrutiny." ], "keyFindings": [ "The Convention’s institutional status should be stated precisely as at the publication date.", "Accessibility extends through the complete learner journey and education cycle.", "Inclusive education requires capacity in the general system, not admission without support.", "General accessible design and individual reasonable accommodation are complementary duties.", "Quality and progression should be preserved when means of access or assessment differ.", "Learners with disabilities and representative organisations should influence relevant decisions.", "Evidence should examine practical use rather than policies or installed inputs alone.", "Claims of disproportionate burden require evidence and examination of feasible alternatives.", "Responsibility, reasons and review routes should be accessible and identifiable.", "Structural improvement should proceed without postponing necessary present accommodation." ], "scopeAndMethod": [] }, "parts": [ { "id": "part-iceqc-r-2006-13-i", "number": "I", "title": "Legal status and interpretation", "anchor": "part-i-legal-status-and-interpretation", "sectionIds": [ "sec-iceqc-r-2006-13-1", "sec-iceqc-r-2006-13-2", "sec-iceqc-r-2006-13-3", "sec-iceqc-r-2006-13-4", "sec-iceqc-r-2006-13-5", "sec-iceqc-r-2006-13-6", "sec-iceqc-r-2006-13-7", "sec-iceqc-r-2006-13-8", "sec-iceqc-r-2006-13-9", "sec-iceqc-r-2006-13-10", "sec-iceqc-r-2006-13-11" ] }, { "id": "part-iceqc-r-2006-13-ii", "number": "II", "title": "Non-discrimination and equal benefit", "anchor": "part-ii-non-discrimination-and-equal-benefit", "sectionIds": [ "sec-iceqc-r-2006-13-12", "sec-iceqc-r-2006-13-13", "sec-iceqc-r-2006-13-14", "sec-iceqc-r-2006-13-15", "sec-iceqc-r-2006-13-16", "sec-iceqc-r-2006-13-17", "sec-iceqc-r-2006-13-18", "sec-iceqc-r-2006-13-19", "sec-iceqc-r-2006-13-20", "sec-iceqc-r-2006-13-21", "sec-iceqc-r-2006-13-22" ] }, { "id": "part-iceqc-r-2006-13-iii", "number": "III", "title": "Inclusive education system", "anchor": "part-iii-inclusive-education-system", "sectionIds": [ "sec-iceqc-r-2006-13-23", "sec-iceqc-r-2006-13-24", "sec-iceqc-r-2006-13-25", "sec-iceqc-r-2006-13-26", "sec-iceqc-r-2006-13-27", "sec-iceqc-r-2006-13-28", "sec-iceqc-r-2006-13-29", "sec-iceqc-r-2006-13-30", "sec-iceqc-r-2006-13-31", "sec-iceqc-r-2006-13-32", "sec-iceqc-r-2006-13-33" ] }, { "id": "part-iceqc-r-2006-13-iv", "number": "IV", "title": "Physical accessibility", "anchor": "part-iv-physical-accessibility", "sectionIds": [ "sec-iceqc-r-2006-13-34", "sec-iceqc-r-2006-13-35", "sec-iceqc-r-2006-13-36", "sec-iceqc-r-2006-13-37", "sec-iceqc-r-2006-13-38", "sec-iceqc-r-2006-13-39", "sec-iceqc-r-2006-13-40", "sec-iceqc-r-2006-13-41", "sec-iceqc-r-2006-13-42", "sec-iceqc-r-2006-13-43", "sec-iceqc-r-2006-13-44" ] }, { "id": "part-iceqc-r-2006-13-v", "number": "V", "title": "Communication and information", "anchor": "part-v-communication-and-information", "sectionIds": [ "sec-iceqc-r-2006-13-45", "sec-iceqc-r-2006-13-46", "sec-iceqc-r-2006-13-47", "sec-iceqc-r-2006-13-48", "sec-iceqc-r-2006-13-49", "sec-iceqc-r-2006-13-50", "sec-iceqc-r-2006-13-51", "sec-iceqc-r-2006-13-52", "sec-iceqc-r-2006-13-53", "sec-iceqc-r-2006-13-54", "sec-iceqc-r-2006-13-55" ] }, { "id": "part-iceqc-r-2006-13-vi", "number": "VI", "title": "Reasonable accommodation", "anchor": "part-vi-reasonable-accommodation", "sectionIds": [ "sec-iceqc-r-2006-13-56", "sec-iceqc-r-2006-13-57", "sec-iceqc-r-2006-13-58", "sec-iceqc-r-2006-13-59", "sec-iceqc-r-2006-13-60", "sec-iceqc-r-2006-13-61", "sec-iceqc-r-2006-13-62", "sec-iceqc-r-2006-13-63", "sec-iceqc-r-2006-13-64", "sec-iceqc-r-2006-13-65", "sec-iceqc-r-2006-13-66" ] }, { "id": "part-iceqc-r-2006-13-vii", "number": "VII", "title": "Support within education", "anchor": "part-vii-support-within-education", "sectionIds": [ "sec-iceqc-r-2006-13-67", "sec-iceqc-r-2006-13-68", "sec-iceqc-r-2006-13-69", "sec-iceqc-r-2006-13-70", "sec-iceqc-r-2006-13-71", "sec-iceqc-r-2006-13-72", "sec-iceqc-r-2006-13-73", "sec-iceqc-r-2006-13-74", "sec-iceqc-r-2006-13-75", "sec-iceqc-r-2006-13-76", "sec-iceqc-r-2006-13-77" ] }, { "id": "part-iceqc-r-2006-13-viii", "number": "VIII", "title": "Teacher capacity and responsibility", "anchor": "part-viii-teacher-capacity-and-responsibility", "sectionIds": [ "sec-iceqc-r-2006-13-78", "sec-iceqc-r-2006-13-79", "sec-iceqc-r-2006-13-80", "sec-iceqc-r-2006-13-81", "sec-iceqc-r-2006-13-82", "sec-iceqc-r-2006-13-83", "sec-iceqc-r-2006-13-84", "sec-iceqc-r-2006-13-85", "sec-iceqc-r-2006-13-86", "sec-iceqc-r-2006-13-87", "sec-iceqc-r-2006-13-88" ] }, { "id": "part-iceqc-r-2006-13-ix", "number": "IX", "title": "Curriculum, materials and pedagogy", "anchor": "part-ix-curriculum-materials-and-pedagogy", "sectionIds": [ "sec-iceqc-r-2006-13-89", "sec-iceqc-r-2006-13-90", "sec-iceqc-r-2006-13-91", "sec-iceqc-r-2006-13-92", "sec-iceqc-r-2006-13-93", "sec-iceqc-r-2006-13-94", "sec-iceqc-r-2006-13-95", "sec-iceqc-r-2006-13-96", "sec-iceqc-r-2006-13-97", "sec-iceqc-r-2006-13-98", "sec-iceqc-r-2006-13-99" ] }, { "id": "part-iceqc-r-2006-13-x", "number": "X", "title": "Assessment, qualifications and progression", "anchor": "part-x-assessment-qualifications-and-progression", "sectionIds": [ "sec-iceqc-r-2006-13-100", "sec-iceqc-r-2006-13-101", "sec-iceqc-r-2006-13-102", "sec-iceqc-r-2006-13-103", "sec-iceqc-r-2006-13-104", "sec-iceqc-r-2006-13-105", "sec-iceqc-r-2006-13-106", "sec-iceqc-r-2006-13-107", "sec-iceqc-r-2006-13-108", "sec-iceqc-r-2006-13-109", "sec-iceqc-r-2006-13-110" ] }, { "id": "part-iceqc-r-2006-13-xi", "number": "XI", "title": "Data, privacy and monitoring", "anchor": "part-xi-data-privacy-and-monitoring", "sectionIds": [ "sec-iceqc-r-2006-13-111", "sec-iceqc-r-2006-13-112", "sec-iceqc-r-2006-13-113", "sec-iceqc-r-2006-13-114", "sec-iceqc-r-2006-13-115", "sec-iceqc-r-2006-13-116", "sec-iceqc-r-2006-13-117", "sec-iceqc-r-2006-13-118", "sec-iceqc-r-2006-13-119", "sec-iceqc-r-2006-13-120", "sec-iceqc-r-2006-13-121" ] }, { "id": "part-iceqc-r-2006-13-xii", "number": "XII", "title": "Governance, resources and remedy", "anchor": "part-xii-governance-resources-and-remedy", "sectionIds": [ "sec-iceqc-r-2006-13-122", "sec-iceqc-r-2006-13-123", "sec-iceqc-r-2006-13-124", "sec-iceqc-r-2006-13-125", "sec-iceqc-r-2006-13-126", "sec-iceqc-r-2006-13-127", "sec-iceqc-r-2006-13-128", "sec-iceqc-r-2006-13-129", "sec-iceqc-r-2006-13-130", "sec-iceqc-r-2006-13-131", "sec-iceqc-r-2006-13-132" ] }, { "id": "part-iceqc-r-2006-13-xiii", "number": "XIII", "title": "Conclusions", "anchor": "part-xiii-conclusions", "sectionIds": [ "sec-iceqc-r-2006-13-133", "sec-iceqc-r-2006-13-134", "sec-iceqc-r-2006-13-135", "sec-iceqc-r-2006-13-136" ] } ], "sections": [ { "id": "sec-iceqc-r-2006-13-1", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "1", "title": "Interpretive proposition", "anchor": "1-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-1-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force. The main risk is that premature statements about legal force can obscure the immediate policy significance of the adopted provisions. Authorities should state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [ "REF-01", "REF-22" ] } ] }, { "id": "sec-iceqc-r-2006-13-2", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "2", "title": "Protected function", "anchor": "2-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-2-b001", "type": "PARAGRAPH", "text": "For legal status and interpretation, accessibility concerns the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force. The principal risk is that premature statements about legal force can obscure the immediate policy significance of the adopted provisions. Authorities should therefore state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [ "REF-23" ] }, { "id": "sec-iceqc-r-2006-13-2-b002", "type": "PARAGRAPH", "text": "The protected function test asks which educational opportunity or service the accessibility measure is intended to secure. The responsible body should state the substantive learning, participation, safety or progression function. The governing proposition is that accessibility should be assessed by use and benefit, not the mere presence of a feature. A decision should state the learner-facing condition, evidence, authority and date.", "citationIds": [ "REF-38" ] }, { "id": "sec-iceqc-r-2006-13-2-b003", "type": "PARAGRAPH", "text": "Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-3", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "3", "title": "Barrier identification", "anchor": "3-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-3-b001", "type": "PARAGRAPH", "text": "Barrier identification is material because the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force cannot be inferred from an institution’s general statement of openness. In this domain, premature statements about legal force can obscure the immediate policy significance of the adopted provisions. The immediate response is to state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [ "REF-39" ] }, { "id": "sec-iceqc-r-2006-13-3-b002", "type": "PARAGRAPH", "text": "Institutions should determine which environmental, procedural, communication or attitudinal condition restricts participation and should combine competent inspection with learner, family and staff evidence, recognising that the impairment should not be substituted for analysis of the barrier created by the education system. Evidence from a learner’s actual route should be capable of correcting a central record.", "citationIds": [ "REF-40" ] }, { "id": "sec-iceqc-r-2006-13-3-b003", "type": "PARAGRAPH", "text": "Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable.", "citationIds": [ "REF-41" ] } ] }, { "id": "sec-iceqc-r-2006-13-4", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "4", "title": "Availability and reach", "anchor": "4-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-4-b001", "type": "PARAGRAPH", "text": "The protected public interest in legal status and interpretation is the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force. If premature statements about legal force can obscure the immediate policy significance of the adopted provisions, formal equality can coexist with exclusion or materially weaker provision. The required course is to state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [ "REF-42" ] }, { "id": "sec-iceqc-r-2006-13-4-b002", "type": "PARAGRAPH", "text": "Under availability and reach, the inquiry concerns whether the measure exists where and when the learner needs it. Decision-makers should examine geography, schedule, maintenance, staffing and continuity, subject to the principle that a pilot or isolated accessible institution does not establish system-wide practical access. Reasons should be proportionate to the consequence for participation and learning.", "citationIds": [ "REF-43" ] }, { "id": "sec-iceqc-r-2006-13-4-b003", "type": "PARAGRAPH", "text": "An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution.", "citationIds": [ "REF-44" ] } ] }, { "id": "sec-iceqc-r-2006-13-5", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "5", "title": "Individual accommodation", "anchor": "5-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-5-b001", "type": "PARAGRAPH", "text": "Interpretation of legal status and interpretation begins with the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force. A foreseeable failure occurs where premature statements about legal force can obscure the immediate policy significance of the adopted provisions. Education authorities should state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [ "REF-45" ] }, { "id": "sec-iceqc-r-2006-13-5-b002", "type": "PARAGRAPH", "text": "The individual accommodation standard requires consideration of whether a general accessible design is sufficient for the particular learner. Bodies should provide a timely request, assessment, decision, implementation and review route, because individual accommodation complements rather than excuses failure to improve general accessibility. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-5-b003", "type": "PARAGRAPH", "text": "The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-6", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "6", "title": "Quality and equivalence", "anchor": "6-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-6-b001", "type": "PARAGRAPH", "text": "Legal status and interpretation requires an explicit standard because it concerns the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force. The risk is that premature statements about legal force can obscure the immediate policy significance of the adopted provisions. A competent institution should state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-6-b002", "type": "PARAGRAPH", "text": "Review of quality and equivalence should establish whether accessible provision retains credible teaching, curriculum, assessment and progression. It should compare substantive conditions and outcomes without assuming identical means and acknowledge that different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-6-b003", "type": "PARAGRAPH", "text": "Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-7", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "7", "title": "Participation and voice", "anchor": "7-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-7-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of legal status and interpretation is the effective enjoyment of the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force. Where premature statements about legal force can obscure the immediate policy significance of the adopted provisions, accessibility can be reduced to a formal assurance. Authorities should state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-7-b002", "type": "PARAGRAPH", "text": "For participation and voice, responsible bodies should identify whether learners with disabilities and representative organisations influence decisions affecting them and should use accessible consultation early enough to change design and resource choices. Any conclusion must respect that consultation is not evidence of participation if information, communication or decision routes remain inaccessible. Material limits and unresolved responsibility should be visible to the learner and oversight body.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-7-b003", "type": "PARAGRAPH", "text": "Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-8", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "8", "title": "Evidence and verification", "anchor": "8-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-8-b001", "type": "PARAGRAPH", "text": "A credible approach treats legal status and interpretation as a condition of the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force, not as an optional supplementary service. The dominant failure mode is that premature statements about legal force can obscure the immediate policy significance of the adopted provisions. The practical safeguard is to state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-8-b002", "type": "PARAGRAPH", "text": "The relevant evidence and verification question is which records show that the measure operates in practice. The authority should combine policy, service records, observation and user evidence and retain material disagreement, mindful that declared compliance should not replace verification of the learner pathway. Consultation and evidence should be accessible in the same modes required for participation in education.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-8-b003", "type": "PARAGRAPH", "text": "A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-9", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "9", "title": "Proportionality and resources", "anchor": "9-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-9-b001", "type": "PARAGRAPH", "text": "In legal status and interpretation, the standard should support a reasoned judgement about the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force. It is weakened where premature statements about legal force can obscure the immediate policy significance of the adopted provisions. The corrective course is to state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-9-b002", "type": "PARAGRAPH", "text": "Application of proportionality and resources requires an answer to how cost, feasibility, harm and available alternatives are assessed. Institutions should require evidence of burden and examine phased or alternative means before refusal, since general budget pressure alone does not demonstrate that a particular accommodation is disproportionate. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-9-b003", "type": "PARAGRAPH", "text": "Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-10", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "10", "title": "Accountability and remedy", "anchor": "10-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-10-b001", "type": "PARAGRAPH", "text": "Applied to legal status and interpretation, this requirement has a distinct accessibility consequence. For legal status and interpretation, accessibility concerns the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force. The principal risk is that premature statements about legal force can obscure the immediate policy significance of the adopted provisions. Authorities should therefore state institutional status precisely while preparing law, policy and provision for equal implementation. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-10-b002", "type": "PARAGRAPH", "text": "The accountability and remedy test asks who decides, funds, implements and corrects an inaccessible condition. The responsible body should identify reasons, deadlines, escalation and an accessible complaint route. The governing proposition is that shared responsibility should not make the duty impossible for the learner to locate. A decision should state the learner-facing condition, evidence, authority and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-10-b003", "type": "PARAGRAPH", "text": "Applied to legal status and interpretation, this requirement has a distinct accessibility consequence. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-11", "partId": "part-iceqc-r-2006-13-i", "parentId": null, "number": "11", "title": "Progressive system improvement", "anchor": "11-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-11-b001", "type": "PARAGRAPH", "text": "Progressive system improvement is material because the Convention text adopted by the General Assembly on 13 December 2006 as an authoritative new international standard not yet opened for signature or in force cannot be inferred from an institution’s general statement of openness. In this domain, premature statements about legal force can obscure the immediate policy significance of the adopted provisions. The immediate response is to state institutional status precisely while preparing law, policy and provision for equal implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-11-b002", "type": "PARAGRAPH", "text": "Institutions should determine how immediate accommodation and planned structural change operate together and should set priorities, milestones and monitoring that reduce recurring individual barriers, recognising that long-term planning should not postpone an adjustment necessary for present participation. Evidence from a learner’s actual route should be capable of correcting a central record.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-11-b003", "type": "PARAGRAPH", "text": "Applied to legal status and interpretation, this requirement has a distinct accessibility consequence. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-12", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "12", "title": "Interpretive proposition", "anchor": "12-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-12-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis. The main risk is that formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility. Authorities should test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose.", "citationIds": [ "REF-03" ] } ] }, { "id": "sec-iceqc-r-2006-13-13", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "13", "title": "Protected function", "anchor": "13-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-13-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of non-discrimination and equal benefit is the effective enjoyment of rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis. Where formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility, accessibility can be reduced to a formal assurance. Authorities should test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-13-b002", "type": "PARAGRAPH", "text": "For protected function, responsible bodies should identify which educational opportunity or service the accessibility measure is intended to secure and should state the substantive learning, participation, safety or progression function. Any conclusion must respect that accessibility should be assessed by use and benefit, not the mere presence of a feature. Material limits and unresolved responsibility should be visible to the learner and oversight body.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-13-b003", "type": "PARAGRAPH", "text": "Legal authority in 13. Protected function turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-14", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "14", "title": "Barrier identification", "anchor": "14-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-14-b001", "type": "PARAGRAPH", "text": "A credible approach treats non-discrimination and equal benefit as a condition of rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis, not as an optional supplementary service. The dominant failure mode is that formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility. The practical safeguard is to test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-14-b002", "type": "PARAGRAPH", "text": "The relevant barrier identification question is which environmental, procedural, communication or attitudinal condition restricts participation. The authority should combine competent inspection with learner, family and staff evidence, mindful that the impairment should not be substituted for analysis of the barrier created by the education system. Consultation and evidence should be accessible in the same modes required for participation in education.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-14-b003", "type": "PARAGRAPH", "text": "Institutional responsibility in 14. Barrier identification turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-15", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "15", "title": "Availability and reach", "anchor": "15-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-15-b001", "type": "PARAGRAPH", "text": "In non-discrimination and equal benefit, the standard should support a reasoned judgement about rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis. It is weakened where formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility. The corrective course is to test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-15-b002", "type": "PARAGRAPH", "text": "Application of availability and reach requires an answer to whether the measure exists where and when the learner needs it. Institutions should examine geography, schedule, maintenance, staffing and continuity, since a pilot or isolated accessible institution does not establish system-wide practical access. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-15-b003", "type": "PARAGRAPH", "text": "Resource feasibility in 15. Availability and reach turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-16", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "16", "title": "Individual accommodation", "anchor": "16-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-16-b001", "type": "PARAGRAPH", "text": "For non-discrimination and equal benefit, accessibility concerns rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis. The principal risk is that formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility. Authorities should therefore test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-16-b002", "type": "PARAGRAPH", "text": "The individual accommodation test asks whether a general accessible design is sufficient for the particular learner. The responsible body should provide a timely request, assessment, decision, implementation and review route. The governing proposition is that individual accommodation complements rather than excuses failure to improve general accessibility. A decision should state the learner-facing condition, evidence, authority and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-16-b003", "type": "PARAGRAPH", "text": "Evidentiary coverage in 16. Individual accommodation turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-17", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "17", "title": "Quality and equivalence", "anchor": "17-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-17-b001", "type": "PARAGRAPH", "text": "Quality and equivalence is material because rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis cannot be inferred from an institution’s general statement of openness. In this domain, formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility. The immediate response is to test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-17-b002", "type": "PARAGRAPH", "text": "Institutions should determine whether accessible provision retains credible teaching, curriculum, assessment and progression and should compare substantive conditions and outcomes without assuming identical means, recognising that different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. Evidence from a learner’s actual route should be capable of correcting a central record.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-17-b003", "type": "PARAGRAPH", "text": "Distributional equity in 17. Quality and equivalence turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Quality and equivalence to connect evidence with delivery, unequal effect and correction. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-18", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "18", "title": "Participation and voice", "anchor": "18-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-18-b001", "type": "PARAGRAPH", "text": "The protected public interest in non-discrimination and equal benefit is rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis. If formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility, formal equality can coexist with exclusion or materially weaker provision. The required course is to test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-18-b002", "type": "PARAGRAPH", "text": "Under participation and voice, the inquiry concerns whether learners with disabilities and representative organisations influence decisions affecting them. Decision-makers should use accessible consultation early enough to change design and resource choices, subject to the principle that consultation is not evidence of participation if information, communication or decision routes remain inaccessible. Reasons should be proportionate to the consequence for participation and learning.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-18-b003", "type": "PARAGRAPH", "text": "Remedial access in 18. Participation and voice turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-19", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "19", "title": "Evidence and verification", "anchor": "19-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-19-b001", "type": "PARAGRAPH", "text": "Interpretation of non-discrimination and equal benefit begins with rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis. A foreseeable failure occurs where formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility. Education authorities should test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-19-b002", "type": "PARAGRAPH", "text": "The evidence and verification standard requires consideration of which records show that the measure operates in practice. Bodies should combine policy, service records, observation and user evidence and retain material disagreement, because declared compliance should not replace verification of the learner pathway. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-19-b003", "type": "PARAGRAPH", "text": "Temporal continuity in 19. Evidence and verification turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-20", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "20", "title": "Proportionality and resources", "anchor": "20-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-20-b001", "type": "PARAGRAPH", "text": "Non-discrimination and equal benefit requires an explicit standard because it concerns rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis. The risk is that formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility. A competent institution should test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-20-b002", "type": "PARAGRAPH", "text": "Review of proportionality and resources should establish how cost, feasibility, harm and available alternatives are assessed. It should require evidence of burden and examine phased or alternative means before refusal and acknowledge that general budget pressure alone does not demonstrate that a particular accommodation is disproportionate. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-20-b003", "type": "PARAGRAPH", "text": "Comparative integrity in 20. Proportionality and resources turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-21", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "21", "title": "Accountability and remedy", "anchor": "21-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-21-b001", "type": "PARAGRAPH", "text": "Operational capacity in 21. Accountability and remedy turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. The public-interest purpose of non-discrimination and equal benefit is the effective enjoyment of rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis. Where formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility, accessibility can be reduced to a formal assurance. Authorities should test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-21-b002", "type": "PARAGRAPH", "text": "For accountability and remedy, responsible bodies should identify who decides, funds, implements and corrects an inaccessible condition and should identify reasons, deadlines, escalation and an accessible complaint route. Any conclusion must respect that shared responsibility should not make the duty impossible for the learner to locate. Material limits and unresolved responsibility should be visible to the learner and oversight body.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-21-b003", "type": "PARAGRAPH", "text": "remedy and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 21. Accountability and remedy to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-22", "partId": "part-iceqc-r-2006-13-ii", "parentId": null, "number": "22", "title": "Progressive system improvement", "anchor": "22-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-22-b001", "type": "PARAGRAPH", "text": "Public accountability in 22. Progressive system improvement turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. A credible approach treats non-discrimination and equal benefit as a condition of rules and practices that permit learners with disabilities to enter, participate, learn and progress on an equal basis, not as an optional supplementary service. The dominant failure mode is that formally identical treatment can perpetuate exclusion where environments and procedures were designed without accessibility. The practical safeguard is to test substantive effect and remove disability-based distinctions not supported by a lawful and proportionate purpose. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-22-b002", "type": "PARAGRAPH", "text": "The relevant progressive system improvement question is how immediate accommodation and planned structural change operate together. The authority should set priorities, milestones and monitoring that reduce recurring individual barriers, mindful that long-term planning should not postpone an adjustment necessary for present participation. Consultation and evidence should be accessible in the same modes required for participation in education.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-22-b003", "type": "PARAGRAPH", "text": "Decision uncertainty in 22. Progressive system improvement turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-23", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "23", "title": "Interpretive proposition", "anchor": "23-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-23-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns ordinary education structures capable of educating diverse learners with appropriate support. The main risk is that separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement. Authorities should build capacity within the general system and examine every exclusion from it.", "citationIds": [ "REF-12" ] } ] }, { "id": "sec-iceqc-r-2006-13-24", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "24", "title": "Protected function", "anchor": "24-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-24-b001", "type": "PARAGRAPH", "text": "The protected public interest in inclusive education system is ordinary education structures capable of educating diverse learners with appropriate support. If separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement, formal equality can coexist with exclusion or materially weaker provision. The required course is to build capacity within the general system and examine every exclusion from it.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-24-b002", "type": "PARAGRAPH", "text": "Under protected function, the inquiry concerns which educational opportunity or service the accessibility measure is intended to secure. Decision-makers should state the substantive learning, participation, safety or progression function, subject to the principle that accessibility should be assessed by use and benefit, not the mere presence of a feature. Reasons should be proportionate to the consequence for participation and learning.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-24-b003", "type": "PARAGRAPH", "text": "remedy and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 24. Protected function to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-25", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "25", "title": "Barrier identification", "anchor": "25-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-25-b001", "type": "PARAGRAPH", "text": "Interpretation of inclusive education system begins with ordinary education structures capable of educating diverse learners with appropriate support. A foreseeable failure occurs where separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement. Education authorities should build capacity within the general system and examine every exclusion from it.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-25-b002", "type": "PARAGRAPH", "text": "The barrier identification standard requires consideration of which environmental, procedural, communication or attitudinal condition restricts participation. Bodies should combine competent inspection with learner, family and staff evidence, because the impairment should not be substituted for analysis of the barrier created by the education system. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-25-b003", "type": "PARAGRAPH", "text": "Legal authority in 25. Barrier identification turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-26", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "26", "title": "Availability and reach", "anchor": "26-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-26-b001", "type": "PARAGRAPH", "text": "Inclusive education system requires an explicit standard because it concerns ordinary education structures capable of educating diverse learners with appropriate support. The risk is that separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement. A competent institution should build capacity within the general system and examine every exclusion from it.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-26-b002", "type": "PARAGRAPH", "text": "Review of availability and reach should establish whether the measure exists where and when the learner needs it. It should examine geography, schedule, maintenance, staffing and continuity and acknowledge that a pilot or isolated accessible institution does not establish system-wide practical access. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-26-b003", "type": "PARAGRAPH", "text": "Institutional responsibility in 26. Availability and reach turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-27", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "27", "title": "Individual accommodation", "anchor": "27-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-27-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of inclusive education system is the effective enjoyment of ordinary education structures capable of educating diverse learners with appropriate support. Where separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement, accessibility can be reduced to a formal assurance. Authorities should build capacity within the general system and examine every exclusion from it.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-27-b002", "type": "PARAGRAPH", "text": "For individual accommodation, responsible bodies should identify whether a general accessible design is sufficient for the particular learner and should provide a timely request, assessment, decision, implementation and review route. Any conclusion must respect that individual accommodation complements rather than excuses failure to improve general accessibility. Material limits and unresolved responsibility should be visible to the learner and oversight body.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-27-b003", "type": "PARAGRAPH", "text": "Resource feasibility in 27. Individual accommodation turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-28", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "28", "title": "Quality and equivalence", "anchor": "28-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-28-b001", "type": "PARAGRAPH", "text": "A credible approach treats inclusive education system as a condition of ordinary education structures capable of educating diverse learners with appropriate support, not as an optional supplementary service. The dominant failure mode is that separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement. The practical safeguard is to build capacity within the general system and examine every exclusion from it.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-28-b002", "type": "PARAGRAPH", "text": "The relevant quality and equivalence question is whether accessible provision retains credible teaching, curriculum, assessment and progression. The authority should compare substantive conditions and outcomes without assuming identical means, mindful that different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. Consultation and evidence should be accessible in the same modes required for participation in education.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-28-b003", "type": "PARAGRAPH", "text": "Evidentiary coverage in 28. Quality and equivalence turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Quality and equivalence to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-29", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "29", "title": "Participation and voice", "anchor": "29-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-29-b001", "type": "PARAGRAPH", "text": "In inclusive education system, the standard should support a reasoned judgement about ordinary education structures capable of educating diverse learners with appropriate support. It is weakened where separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement. The corrective course is to build capacity within the general system and examine every exclusion from it.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-29-b002", "type": "PARAGRAPH", "text": "Application of participation and voice requires an answer to whether learners with disabilities and representative organisations influence decisions affecting them. Institutions should use accessible consultation early enough to change design and resource choices, since consultation is not evidence of participation if information, communication or decision routes remain inaccessible. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-29-b003", "type": "PARAGRAPH", "text": "feasibility and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 29. Participation and voice to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-30", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "30", "title": "Evidence and verification", "anchor": "30-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-30-b001", "type": "PARAGRAPH", "text": "For inclusive education system, accessibility concerns ordinary education structures capable of educating diverse learners with appropriate support. The principal risk is that separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement. Authorities should therefore build capacity within the general system and examine every exclusion from it.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-30-b002", "type": "PARAGRAPH", "text": "The evidence and verification test asks which records show that the measure operates in practice. The responsible body should combine policy, service records, observation and user evidence and retain material disagreement. The governing proposition is that declared compliance should not replace verification of the learner pathway. A decision should state the learner-facing condition, evidence, authority and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-30-b003", "type": "PARAGRAPH", "text": "comparability and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 30. Evidence and verification to connect evidence with delivery, unequal effect and correction. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-31", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "31", "title": "Proportionality and resources", "anchor": "31-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-31-b001", "type": "PARAGRAPH", "text": "Proportionality and resources is material because ordinary education structures capable of educating diverse learners with appropriate support cannot be inferred from an institution’s general statement of openness. In this domain, separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement. 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Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-32", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "32", "title": "Accountability and remedy", "anchor": "32-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-32-b001", "type": "PARAGRAPH", "text": "Applied to inclusive education system, this requirement has a distinct accessibility consequence. The protected public interest in inclusive education system is ordinary education structures capable of educating diverse learners with appropriate support. 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The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-33", "partId": "part-iceqc-r-2006-13-iii", "parentId": null, "number": "33", "title": "Progressive system improvement", "anchor": "33-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-33-b001", "type": "PARAGRAPH", "text": "Applied to inclusive education system, this requirement has a distinct accessibility consequence. Interpretation of inclusive education system begins with ordinary education structures capable of educating diverse learners with appropriate support. A foreseeable failure occurs where separate placement may be treated as the default response to institutional inaccessibility rather than an individual educational judgement. Education authorities should build capacity within the general system and examine every exclusion from it. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-33-b002", "type": "PARAGRAPH", "text": "The progressive system improvement standard requires consideration of how immediate accommodation and planned structural change operate together. Bodies should set priorities, milestones and monitoring that reduce recurring individual barriers, because long-term planning should not postpone an adjustment necessary for present participation. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-33-b003", "type": "PARAGRAPH", "text": "Distributional equity in 33. Progressive system improvement turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-34", "partId": "part-iceqc-r-2006-13-iv", "parentId": null, "number": "34", "title": "Interpretive proposition", "anchor": "34-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-34-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns safe and usable routes, transport, entrances, circulation, classrooms, sanitation and residential facilities. The main risk is that an available institution may remain inaccessible at one decisive point in the learner journey. 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The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-38", "partId": "part-iceqc-r-2006-13-iv", "parentId": null, "number": "38", "title": "Individual accommodation", "anchor": "38-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-38-b001", "type": "PARAGRAPH", "text": "The protected public interest in physical accessibility is safe and usable routes, transport, entrances, circulation, classrooms, sanitation and residential facilities. If an available institution may remain inaccessible at one decisive point in the learner journey, formal equality can coexist with exclusion or materially weaker provision. 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It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-39", "partId": "part-iceqc-r-2006-13-iv", "parentId": null, "number": "39", "title": "Quality and equivalence", "anchor": "39-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-39-b001", "type": "PARAGRAPH", "text": "Interpretation of physical accessibility begins with safe and usable routes, transport, entrances, circulation, classrooms, sanitation and residential facilities. A foreseeable failure occurs where an available institution may remain inaccessible at one decisive point in the learner journey. 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The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-47", "partId": "part-iceqc-r-2006-13-v", "parentId": null, "number": "47", "title": "Barrier identification", "anchor": "47-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-47-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of communication and information is the effective enjoyment of accessible notices, teaching, interaction, assessment and public information in forms learners can perceive and use. Where admission may be granted while essential communication remains unavailable, accessibility can be reduced to a formal assurance. 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Barrier identification to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-48", "partId": "part-iceqc-r-2006-13-v", "parentId": null, "number": "48", "title": "Availability and reach", "anchor": "48-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-48-b001", "type": "PARAGRAPH", "text": "A credible approach treats communication and information as a condition of accessible notices, teaching, interaction, assessment and public information in forms learners can perceive and use, not as an optional supplementary service. 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Availability and reach to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-49", "partId": "part-iceqc-r-2006-13-v", "parentId": null, "number": "49", "title": "Individual accommodation", "anchor": "49-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-49-b001", "type": "PARAGRAPH", "text": "In communication and information, the standard should support a reasoned judgement about accessible notices, teaching, interaction, assessment and public information in forms learners can perceive and use. It is weakened where admission may be granted while essential communication remains unavailable. The corrective course is to provide appropriate modes, formats and assistance without delay.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-49-b002", "type": "PARAGRAPH", "text": "Application of individual accommodation requires an answer to whether a general accessible design is sufficient for the particular learner. Institutions should provide a timely request, assessment, decision, implementation and review route, since individual accommodation complements rather than excuses failure to improve general accessibility. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-49-b003", "type": "PARAGRAPH", "text": "Comparative integrity in 49. Individual accommodation turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-50", "partId": "part-iceqc-r-2006-13-v", "parentId": null, "number": "50", "title": "Quality and equivalence", "anchor": "50-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-50-b001", "type": "PARAGRAPH", "text": "For communication and information, accessibility concerns accessible notices, teaching, interaction, assessment and public information in forms learners can perceive and use. The principal risk is that admission may be granted while essential communication remains unavailable. Authorities should therefore provide appropriate modes, formats and assistance without delay.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-50-b002", "type": "PARAGRAPH", "text": "The quality and equivalence test asks whether accessible provision retains credible teaching, curriculum, assessment and progression. The responsible body should compare substantive conditions and outcomes without assuming identical means. The governing proposition is that different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. A decision should state the learner-facing condition, evidence, authority and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-50-b003", "type": "PARAGRAPH", "text": "For communication and information, the authority should apply this safeguard to the particular barrier and educational function. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-51", "partId": "part-iceqc-r-2006-13-v", "parentId": null, "number": "51", "title": "Participation and voice", "anchor": "51-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-51-b001", "type": "PARAGRAPH", "text": "Participation and voice is material because accessible notices, teaching, interaction, assessment and public information in forms learners can perceive and use cannot be inferred from an institution’s general statement of openness. In this domain, admission may be granted while essential communication remains unavailable. The immediate response is to provide appropriate modes, formats and assistance without delay.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-51-b002", "type": "PARAGRAPH", "text": "Institutions should determine whether learners with disabilities and representative organisations influence decisions affecting them and should use accessible consultation early enough to change design and resource choices, recognising that consultation is not evidence of participation if information, communication or decision routes remain inaccessible. Evidence from a learner’s actual route should be capable of correcting a central record.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-51-b003", "type": "PARAGRAPH", "text": "timing and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 51. Participation and voice to connect evidence with delivery, unequal effect and correction. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-52", "partId": "part-iceqc-r-2006-13-v", "parentId": null, "number": "52", "title": "Evidence and verification", "anchor": "52-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-52-b001", "type": "PARAGRAPH", "text": "The protected public interest in communication and information is accessible notices, teaching, interaction, assessment and public information in forms learners can perceive and use. If admission may be granted while essential communication remains unavailable, formal equality can coexist with exclusion or materially weaker provision. The required course is to provide appropriate modes, formats and assistance without delay.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-52-b002", "type": "PARAGRAPH", "text": "Under evidence and verification, the inquiry concerns which records show that the measure operates in practice. Decision-makers should combine policy, service records, observation and user evidence and retain material disagreement, subject to the principle that declared compliance should not replace verification of the learner pathway. Reasons should be proportionate to the consequence for participation and learning.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-52-b003", "type": "PARAGRAPH", "text": "remedy and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 52. Evidence and verification to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-53", "partId": "part-iceqc-r-2006-13-v", "parentId": null, "number": "53", "title": "Proportionality and resources", "anchor": "53-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-53-b001", "type": "PARAGRAPH", "text": "Interpretation of communication and information begins with accessible notices, teaching, interaction, assessment and public information in forms learners can perceive and use. A foreseeable failure occurs where admission may be granted while essential communication remains unavailable. Education authorities should provide appropriate modes, formats and assistance without delay.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-53-b002", "type": "PARAGRAPH", "text": "The proportionality and resources standard requires consideration of how cost, feasibility, harm and available alternatives are assessed. Bodies should require evidence of burden and examine phased or alternative means before refusal, because general budget pressure alone does not demonstrate that a particular accommodation is disproportionate. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-53-b003", "type": "PARAGRAPH", "text": "Operational capacity in 53. Proportionality and resources turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-54", "partId": "part-iceqc-r-2006-13-v", "parentId": null, "number": "54", "title": "Accountability and remedy", "anchor": "54-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-54-b001", "type": "PARAGRAPH", "text": "Applied to communication and information, this requirement has a distinct accessibility consequence. Communication and information requires an explicit standard because it concerns accessible notices, teaching, interaction, assessment and public information in forms learners can perceive and use. The risk is that admission may be granted while essential communication remains unavailable. A competent institution should provide appropriate modes, formats and assistance without delay. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-54-b002", "type": "PARAGRAPH", "text": "Review of accountability and remedy should establish who decides, funds, implements and corrects an inaccessible condition. It should identify reasons, deadlines, escalation and an accessible complaint route and acknowledge that shared responsibility should not make the duty impossible for the learner to locate. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-54-b003", "type": "PARAGRAPH", "text": "Public accountability in 54. Accountability and remedy turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-55", "partId": "part-iceqc-r-2006-13-v", "parentId": null, "number": "55", "title": "Progressive system improvement", "anchor": "55-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-55-b001", "type": "PARAGRAPH", "text": "Applied to communication and information, this requirement has a distinct accessibility consequence. The public-interest purpose of communication and information is the effective enjoyment of accessible notices, teaching, interaction, assessment and public information in forms learners can perceive and use. Where admission may be granted while essential communication remains unavailable, accessibility can be reduced to a formal assurance. Authorities should provide appropriate modes, formats and assistance without delay. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-55-b002", "type": "PARAGRAPH", "text": "For progressive system improvement, responsible bodies should identify how immediate accommodation and planned structural change operate together and should set priorities, milestones and monitoring that reduce recurring individual barriers. Any conclusion must respect that long-term planning should not postpone an adjustment necessary for present participation. Material limits and unresolved responsibility should be visible to the learner and oversight body.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-55-b003", "type": "PARAGRAPH", "text": "For communication and information, the authority should apply this safeguard to the particular barrier and educational function. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-56", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "56", "title": "Interpretive proposition", "anchor": "56-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-56-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns necessary and appropriate individual modification that does not impose a disproportionate or undue burden. The main risk is that standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose. Authorities should establish timely, reasoned and reviewable accommodation decisions.", "citationIds": [ "REF-20" ] } ] }, { "id": "sec-iceqc-r-2006-13-57", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "57", "title": "Protected function", "anchor": "57-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-57-b001", "type": "PARAGRAPH", "text": "Protected function is material because necessary and appropriate individual modification that does not impose a disproportionate or undue burden cannot be inferred from an institution’s general statement of openness. In this domain, standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose. The immediate response is to establish timely, reasoned and reviewable accommodation decisions.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-57-b002", "type": "PARAGRAPH", "text": "Institutions should determine which educational opportunity or service the accessibility measure is intended to secure and should state the substantive learning, participation, safety or progression function, recognising that accessibility should be assessed by use and benefit, not the mere presence of a feature. Evidence from a learner’s actual route should be capable of correcting a central record.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-57-b003", "type": "PARAGRAPH", "text": "coverage and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 57. Protected function to connect evidence with delivery, unequal effect and correction. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-58", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "58", "title": "Barrier identification", "anchor": "58-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-58-b001", "type": "PARAGRAPH", "text": "The protected public interest in reasonable accommodation is necessary and appropriate individual modification that does not impose a disproportionate or undue burden. If standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose, formal equality can coexist with exclusion or materially weaker provision. The required course is to establish timely, reasoned and reviewable accommodation decisions.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-58-b002", "type": "PARAGRAPH", "text": "Under barrier identification, the inquiry concerns which environmental, procedural, communication or attitudinal condition restricts participation. Decision-makers should combine competent inspection with learner, family and staff evidence, subject to the principle that the impairment should not be substituted for analysis of the barrier created by the education system. Reasons should be proportionate to the consequence for participation and learning.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-58-b003", "type": "PARAGRAPH", "text": "Decision uncertainty in 58. Barrier identification turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-59", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "59", "title": "Availability and reach", "anchor": "59-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-59-b001", "type": "PARAGRAPH", "text": "Interpretation of reasonable accommodation begins with necessary and appropriate individual modification that does not impose a disproportionate or undue burden. A foreseeable failure occurs where standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose. Education authorities should establish timely, reasoned and reviewable accommodation decisions.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-59-b002", "type": "PARAGRAPH", "text": "The availability and reach standard requires consideration of whether the measure exists where and when the learner needs it. Bodies should examine geography, schedule, maintenance, staffing and continuity, because a pilot or isolated accessible institution does not establish system-wide practical access. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-59-b003", "type": "PARAGRAPH", "text": "Legal authority in 59. Availability and reach turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-60", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "60", "title": "Individual accommodation", "anchor": "60-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-60-b001", "type": "PARAGRAPH", "text": "Reasonable accommodation requires an explicit standard because it concerns necessary and appropriate individual modification that does not impose a disproportionate or undue burden. The risk is that standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose. A competent institution should establish timely, reasoned and reviewable accommodation decisions.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-60-b002", "type": "PARAGRAPH", "text": "Review of individual accommodation should establish whether a general accessible design is sufficient for the particular learner. It should provide a timely request, assessment, decision, implementation and review route and acknowledge that individual accommodation complements rather than excuses failure to improve general accessibility. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-60-b003", "type": "PARAGRAPH", "text": "feasibility and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 60. Individual accommodation to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-61", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "61", "title": "Quality and equivalence", "anchor": "61-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-61-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of reasonable accommodation is the effective enjoyment of necessary and appropriate individual modification that does not impose a disproportionate or undue burden. Where standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose, accessibility can be reduced to a formal assurance. Authorities should establish timely, reasoned and reviewable accommodation decisions.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-61-b002", "type": "PARAGRAPH", "text": "For quality and equivalence, responsible bodies should identify whether accessible provision retains credible teaching, curriculum, assessment and progression and should compare substantive conditions and outcomes without assuming identical means. Any conclusion must respect that different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. Material limits and unresolved responsibility should be visible to the learner and oversight body.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-61-b003", "type": "PARAGRAPH", "text": "Applied to reasonable accommodation, this requirement has a distinct accessibility consequence. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-62", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "62", "title": "Participation and voice", "anchor": "62-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-62-b001", "type": "PARAGRAPH", "text": "A credible approach treats reasonable accommodation as a condition of necessary and appropriate individual modification that does not impose a disproportionate or undue burden, not as an optional supplementary service. The dominant failure mode is that standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose. The practical safeguard is to establish timely, reasoned and reviewable accommodation decisions.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-62-b002", "type": "PARAGRAPH", "text": "The relevant participation and voice question is whether learners with disabilities and representative organisations influence decisions affecting them. The authority should use accessible consultation early enough to change design and resource choices, mindful that consultation is not evidence of participation if information, communication or decision routes remain inaccessible. Consultation and evidence should be accessible in the same modes required for participation in education.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-62-b003", "type": "PARAGRAPH", "text": "distribution and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 62. Participation and voice to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-63", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "63", "title": "Evidence and verification", "anchor": "63-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-63-b001", "type": "PARAGRAPH", "text": "In reasonable accommodation, the standard should support a reasoned judgement about necessary and appropriate individual modification that does not impose a disproportionate or undue burden. It is weakened where standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose. 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Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-64", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "64", "title": "Proportionality and resources", "anchor": "64-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-64-b001", "type": "PARAGRAPH", "text": "For reasonable accommodation, accessibility concerns necessary and appropriate individual modification that does not impose a disproportionate or undue burden. The principal risk is that standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose. 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It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-65", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "65", "title": "Accountability and remedy", "anchor": "65-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-65-b001", "type": "PARAGRAPH", "text": "Accountability and remedy is material because necessary and appropriate individual modification that does not impose a disproportionate or undue burden cannot be inferred from an institution’s general statement of openness. In this domain, standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose. 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The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-66", "partId": "part-iceqc-r-2006-13-vi", "parentId": null, "number": "66", "title": "Progressive system improvement", "anchor": "66-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-66-b001", "type": "PARAGRAPH", "text": "Applied to reasonable accommodation, this requirement has a distinct accessibility consequence. The protected public interest in reasonable accommodation is necessary and appropriate individual modification that does not impose a disproportionate or undue burden. If standard procedures may exclude a learner even where a practical adjustment would preserve the educational purpose, formal equality can coexist with exclusion or materially weaker provision. The required course is to establish timely, reasoned and reviewable accommodation decisions. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-66-b002", "type": "PARAGRAPH", "text": "Under progressive system improvement, the inquiry concerns how immediate accommodation and planned structural change operate together. Decision-makers should set priorities, milestones and monitoring that reduce recurring individual barriers, subject to the principle that long-term planning should not postpone an adjustment necessary for present participation. Reasons should be proportionate to the consequence for participation and learning.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-66-b003", "type": "PARAGRAPH", "text": "Applied to reasonable accommodation, this requirement has a distinct accessibility consequence. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-67", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "67", "title": "Interpretive proposition", "anchor": "67-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-67-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns specialist, personal, technological and pedagogical support enabling effective participation and learning. The main risk is that placement without adequate support can convert nominal inclusion into isolation or failure. Authorities should plan support around identified barriers, learning aims and the learner’s participation.", "citationIds": [ "REF-21" ] } ] }, { "id": "sec-iceqc-r-2006-13-68", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "68", "title": "Protected function", "anchor": "68-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-68-b001", "type": "PARAGRAPH", "text": "A credible approach treats support within education as a condition of specialist, personal, technological and pedagogical support enabling effective participation and learning, not as an optional supplementary service. The dominant failure mode is that placement without adequate support can convert nominal inclusion into isolation or failure. The practical safeguard is to plan support around identified barriers, learning aims and the learner’s participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-68-b002", "type": "PARAGRAPH", "text": "The relevant protected function question is which educational opportunity or service the accessibility measure is intended to secure. The authority should state the substantive learning, participation, safety or progression function, mindful that accessibility should be assessed by use and benefit, not the mere presence of a feature. Consultation and evidence should be accessible in the same modes required for participation in education.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-68-b003", "type": "PARAGRAPH", "text": "Institutional responsibility in 68. Protected function turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-69", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "69", "title": "Barrier identification", "anchor": "69-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-69-b001", "type": "PARAGRAPH", "text": "In support within education, the standard should support a reasoned judgement about specialist, personal, technological and pedagogical support enabling effective participation and learning. It is weakened where placement without adequate support can convert nominal inclusion into isolation or failure. The corrective course is to plan support around identified barriers, learning aims and the learner’s participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-69-b002", "type": "PARAGRAPH", "text": "Application of barrier identification requires an answer to which environmental, procedural, communication or attitudinal condition restricts participation. Institutions should combine competent inspection with learner, family and staff evidence, since the impairment should not be substituted for analysis of the barrier created by the education system. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-69-b003", "type": "PARAGRAPH", "text": "Resource feasibility in 69. Barrier identification turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-70", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "70", "title": "Availability and reach", "anchor": "70-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-70-b001", "type": "PARAGRAPH", "text": "For support within education, accessibility concerns specialist, personal, technological and pedagogical support enabling effective participation and learning. The principal risk is that placement without adequate support can convert nominal inclusion into isolation or failure. Authorities should therefore plan support around identified barriers, learning aims and the learner’s participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-70-b002", "type": "PARAGRAPH", "text": "The availability and reach test asks whether the measure exists where and when the learner needs it. The responsible body should examine geography, schedule, maintenance, staffing and continuity. The governing proposition is that a pilot or isolated accessible institution does not establish system-wide practical access. A decision should state the learner-facing condition, evidence, authority and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-70-b003", "type": "PARAGRAPH", "text": "Evidentiary coverage in 70. Availability and reach turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-71", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "71", "title": "Individual accommodation", "anchor": "71-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-71-b001", "type": "PARAGRAPH", "text": "Individual accommodation is material because specialist, personal, technological and pedagogical support enabling effective participation and learning cannot be inferred from an institution’s general statement of openness. In this domain, placement without adequate support can convert nominal inclusion into isolation or failure. The immediate response is to plan support around identified barriers, learning aims and the learner’s participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-71-b002", "type": "PARAGRAPH", "text": "Institutions should determine whether a general accessible design is sufficient for the particular learner and should provide a timely request, assessment, decision, implementation and review route, recognising that individual accommodation complements rather than excuses failure to improve general accessibility. Evidence from a learner’s actual route should be capable of correcting a central record.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-71-b003", "type": "PARAGRAPH", "text": "Distributional equity in 71. Individual accommodation turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-72", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "72", "title": "Quality and equivalence", "anchor": "72-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-72-b001", "type": "PARAGRAPH", "text": "The protected public interest in support within education is specialist, personal, technological and pedagogical support enabling effective participation and learning. If placement without adequate support can convert nominal inclusion into isolation or failure, formal equality can coexist with exclusion or materially weaker provision. The required course is to plan support around identified barriers, learning aims and the learner’s participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-72-b002", "type": "PARAGRAPH", "text": "Under quality and equivalence, the inquiry concerns whether accessible provision retains credible teaching, curriculum, assessment and progression. Decision-makers should compare substantive conditions and outcomes without assuming identical means, subject to the principle that different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. Reasons should be proportionate to the consequence for participation and learning.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-72-b003", "type": "PARAGRAPH", "text": "capacity and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 72. Quality and equivalence to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-73", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "73", "title": "Participation and voice", "anchor": "73-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-73-b001", "type": "PARAGRAPH", "text": "Interpretation of support within education begins with specialist, personal, technological and pedagogical support enabling effective participation and learning. A foreseeable failure occurs where placement without adequate support can convert nominal inclusion into isolation or failure. Education authorities should plan support around identified barriers, learning aims and the learner’s participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-73-b002", "type": "PARAGRAPH", "text": "The participation and voice standard requires consideration of whether learners with disabilities and representative organisations influence decisions affecting them. Bodies should use accessible consultation early enough to change design and resource choices, because consultation is not evidence of participation if information, communication or decision routes remain inaccessible. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-73-b003", "type": "PARAGRAPH", "text": "Remedial access in 73. Participation and voice turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-74", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "74", "title": "Evidence and verification", "anchor": "74-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-74-b001", "type": "PARAGRAPH", "text": "Support within education requires an explicit standard because it concerns specialist, personal, technological and pedagogical support enabling effective participation and learning. The risk is that placement without adequate support can convert nominal inclusion into isolation or failure. A competent institution should plan support around identified barriers, learning aims and the learner’s participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-74-b002", "type": "PARAGRAPH", "text": "Review of evidence and verification should establish which records show that the measure operates in practice. It should combine policy, service records, observation and user evidence and retain material disagreement and acknowledge that declared compliance should not replace verification of the learner pathway. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-74-b003", "type": "PARAGRAPH", "text": "Temporal continuity in 74. Evidence and verification turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-75", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "75", "title": "Proportionality and resources", "anchor": "75-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-75-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of support within education is the effective enjoyment of specialist, personal, technological and pedagogical support enabling effective participation and learning. Where placement without adequate support can convert nominal inclusion into isolation or failure, accessibility can be reduced to a formal assurance. Authorities should plan support around identified barriers, learning aims and the learner’s participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-75-b002", "type": "PARAGRAPH", "text": "For proportionality and resources, responsible bodies should identify how cost, feasibility, harm and available alternatives are assessed and should require evidence of burden and examine phased or alternative means before refusal. Any conclusion must respect that general budget pressure alone does not demonstrate that a particular accommodation is disproportionate. Material limits and unresolved responsibility should be visible to the learner and oversight body.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-75-b003", "type": "PARAGRAPH", "text": "Comparative integrity in 75. Proportionality and resources turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-76", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "76", "title": "Accountability and remedy", "anchor": "76-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-76-b001", "type": "PARAGRAPH", "text": "Operational capacity in 76. Accountability and remedy turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. A credible approach treats support within education as a condition of specialist, personal, technological and pedagogical support enabling effective participation and learning, not as an optional supplementary service. The dominant failure mode is that placement without adequate support can convert nominal inclusion into isolation or failure. The practical safeguard is to plan support around identified barriers, learning aims and the learner’s participation. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-76-b002", "type": "PARAGRAPH", "text": "The relevant accountability and remedy question is who decides, funds, implements and corrects an inaccessible condition. The authority should identify reasons, deadlines, escalation and an accessible complaint route, mindful that shared responsibility should not make the duty impossible for the learner to locate. Consultation and evidence should be accessible in the same modes required for participation in education.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-76-b003", "type": "PARAGRAPH", "text": "Public accountability in 76. Accountability and remedy turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-77", "partId": "part-iceqc-r-2006-13-vii", "parentId": null, "number": "77", "title": "Progressive system improvement", "anchor": "77-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-77-b001", "type": "PARAGRAPH", "text": "Decision uncertainty in 77. Progressive system improvement turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. In support within education, the standard should support a reasoned judgement about specialist, personal, technological and pedagogical support enabling effective participation and learning. It is weakened where placement without adequate support can convert nominal inclusion into isolation or failure. The corrective course is to plan support around identified barriers, learning aims and the learner’s participation. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-77-b002", "type": "PARAGRAPH", "text": "Application of progressive system improvement requires an answer to how immediate accommodation and planned structural change operate together. Institutions should set priorities, milestones and monitoring that reduce recurring individual barriers, since long-term planning should not postpone an adjustment necessary for present participation. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-77-b003", "type": "PARAGRAPH", "text": "Legal authority in 77. Progressive system improvement turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-78", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "78", "title": "Interpretive proposition", "anchor": "78-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-78-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy. The main risk is that responsibility may be displaced to a specialist while the ordinary classroom remains unchanged. Authorities should define institutional and professional duties, preparation, collaboration and continuing support.", "citationIds": [ "REF-22" ] } ] }, { "id": "sec-iceqc-r-2006-13-79", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "79", "title": "Protected function", "anchor": "79-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-79-b001", "type": "PARAGRAPH", "text": "Interpretation of teacher capacity and responsibility begins with teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy. A foreseeable failure occurs where responsibility may be displaced to a specialist while the ordinary classroom remains unchanged. Education authorities should define institutional and professional duties, preparation, collaboration and continuing support.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-79-b002", "type": "PARAGRAPH", "text": "The protected function standard requires consideration of which educational opportunity or service the accessibility measure is intended to secure. Bodies should state the substantive learning, participation, safety or progression function, because accessibility should be assessed by use and benefit, not the mere presence of a feature. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-79-b003", "type": "PARAGRAPH", "text": "Within teacher capacity and responsibility, the principle should be tested against the learner pathway described in this part. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-80", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "80", "title": "Barrier identification", "anchor": "80-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-80-b001", "type": "PARAGRAPH", "text": "Teacher capacity and responsibility requires an explicit standard because it concerns teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy. The risk is that responsibility may be displaced to a specialist while the ordinary classroom remains unchanged. A competent institution should define institutional and professional duties, preparation, collaboration and continuing support.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-80-b002", "type": "PARAGRAPH", "text": "Review of barrier identification should establish which environmental, procedural, communication or attitudinal condition restricts participation. It should combine competent inspection with learner, family and staff evidence and acknowledge that the impairment should not be substituted for analysis of the barrier created by the education system. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-80-b003", "type": "PARAGRAPH", "text": "Within teacher capacity and responsibility, the principle should be tested against the learner pathway described in this part. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-81", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "81", "title": "Availability and reach", "anchor": "81-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-81-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of teacher capacity and responsibility is the effective enjoyment of teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy. Where responsibility may be displaced to a specialist while the ordinary classroom remains unchanged, accessibility can be reduced to a formal assurance. Authorities should define institutional and professional duties, preparation, collaboration and continuing support.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-81-b002", "type": "PARAGRAPH", "text": "For availability and reach, responsible bodies should identify whether the measure exists where and when the learner needs it and should examine geography, schedule, maintenance, staffing and continuity. Any conclusion must respect that a pilot or isolated accessible institution does not establish system-wide practical access. Material limits and unresolved responsibility should be visible to the learner and oversight body.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-81-b003", "type": "PARAGRAPH", "text": "Institutional responsibility in 81. Availability and reach turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-82", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "82", "title": "Individual accommodation", "anchor": "82-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-82-b001", "type": "PARAGRAPH", "text": "A credible approach treats teacher capacity and responsibility as a condition of teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy, not as an optional supplementary service. 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Consultation and evidence should be accessible in the same modes required for participation in education.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-82-b003", "type": "PARAGRAPH", "text": "timing and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 82. Individual accommodation to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-83", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "83", "title": "Quality and equivalence", "anchor": "83-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-83-b001", "type": "PARAGRAPH", "text": "In teacher capacity and responsibility, the standard should support a reasoned judgement about teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy. It is weakened where responsibility may be displaced to a specialist while the ordinary classroom remains unchanged. 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Quality and equivalence to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-84", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "84", "title": "Participation and voice", "anchor": "84-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-84-b001", "type": "PARAGRAPH", "text": "For teacher capacity and responsibility, accessibility concerns teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy. The principal risk is that responsibility may be displaced to a specialist while the ordinary classroom remains unchanged. 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Participation and voice to connect evidence with delivery, unequal effect and correction. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-85", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "85", "title": "Evidence and verification", "anchor": "85-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-85-b001", "type": "PARAGRAPH", "text": "Evidence and verification is material because teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy cannot be inferred from an institution’s general statement of openness. In this domain, responsibility may be displaced to a specialist while the ordinary classroom remains unchanged. 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Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-86", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "86", "title": "Proportionality and resources", "anchor": "86-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-86-b001", "type": "PARAGRAPH", "text": "The protected public interest in teacher capacity and responsibility is teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy. If responsibility may be displaced to a specialist while the ordinary classroom remains unchanged, formal equality can coexist with exclusion or materially weaker provision. 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Proportionality and resources to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-87", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "87", "title": "Accountability and remedy", "anchor": "87-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-87-b001", "type": "PARAGRAPH", "text": "Applied to teacher capacity and responsibility, this requirement has a distinct accessibility consequence. Interpretation of teacher capacity and responsibility begins with teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy. A foreseeable failure occurs where responsibility may be displaced to a specialist while the ordinary classroom remains unchanged. Education authorities should define institutional and professional duties, preparation, collaboration and continuing support. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-87-b002", "type": "PARAGRAPH", "text": "The accountability and remedy standard requires consideration of who decides, funds, implements and corrects an inaccessible condition. Bodies should identify reasons, deadlines, escalation and an accessible complaint route, because shared responsibility should not make the duty impossible for the learner to locate. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-87-b003", "type": "PARAGRAPH", "text": "Evidentiary coverage in 87. Accountability and remedy turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-88", "partId": "part-iceqc-r-2006-13-viii", "parentId": null, "number": "88", "title": "Progressive system improvement", "anchor": "88-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-88-b001", "type": "PARAGRAPH", "text": "Applied to teacher capacity and responsibility, this requirement has a distinct accessibility consequence. Teacher capacity and responsibility requires an explicit standard because it concerns teachers prepared and supported to teach diverse learners and use appropriate communication and pedagogy. The risk is that responsibility may be displaced to a specialist while the ordinary classroom remains unchanged. A competent institution should define institutional and professional duties, preparation, collaboration and continuing support. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-88-b002", "type": "PARAGRAPH", "text": "Review of progressive system improvement should establish how immediate accommodation and planned structural change operate together. It should set priorities, milestones and monitoring that reduce recurring individual barriers and acknowledge that long-term planning should not postpone an adjustment necessary for present participation. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-88-b003", "type": "PARAGRAPH", "text": "feasibility and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 88. Progressive system improvement to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-89", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "89", "title": "Interpretive proposition", "anchor": "89-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-89-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns learning aims and resources that are accessible without unnecessarily reducing breadth or expectation. The main risk is that inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression. Authorities should adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [ "REF-23" ] } ] }, { "id": "sec-iceqc-r-2006-13-90", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "90", "title": "Protected function", "anchor": "90-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-90-b001", "type": "PARAGRAPH", "text": "For curriculum, materials and pedagogy, accessibility concerns learning aims and resources that are accessible without unnecessarily reducing breadth or expectation. The principal risk is that inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression. Authorities should therefore adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-90-b002", "type": "PARAGRAPH", "text": "Distributional equity in 90. Protected function turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. The protected function test asks which educational opportunity or service the accessibility measure is intended to secure. The responsible body should state the substantive learning, participation, safety or progression function. The governing proposition is that accessibility should be assessed by use and benefit, not the mere presence of a feature. A decision should state the learner-facing condition, evidence, authority and date. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-90-b003", "type": "PARAGRAPH", "text": "Remedial access in 90. Protected function turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-91", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "91", "title": "Barrier identification", "anchor": "91-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-91-b001", "type": "PARAGRAPH", "text": "Barrier identification is material because learning aims and resources that are accessible without unnecessarily reducing breadth or expectation cannot be inferred from an institution’s general statement of openness. In this domain, inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression. The immediate response is to adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-91-b002", "type": "PARAGRAPH", "text": "Temporal continuity in 91. Barrier identification turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. Institutions should determine which environmental, procedural, communication or attitudinal condition restricts participation and should combine competent inspection with learner, family and staff evidence, recognising that the impairment should not be substituted for analysis of the barrier created by the education system. Evidence from a learner’s actual route should be capable of correcting a central record. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-91-b003", "type": "PARAGRAPH", "text": "Comparative integrity in 91. Barrier identification turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-92", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "92", "title": "Availability and reach", "anchor": "92-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-92-b001", "type": "PARAGRAPH", "text": "The protected public interest in curriculum, materials and pedagogy is learning aims and resources that are accessible without unnecessarily reducing breadth or expectation. If inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression, formal equality can coexist with exclusion or materially weaker provision. The required course is to adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-92-b002", "type": "PARAGRAPH", "text": "Operational capacity in 92. Availability and reach turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. Under availability and reach, the inquiry concerns whether the measure exists where and when the learner needs it. Decision-makers should examine geography, schedule, maintenance, staffing and continuity, subject to the principle that a pilot or isolated accessible institution does not establish system-wide practical access. Reasons should be proportionate to the consequence for participation and learning. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-92-b003", "type": "PARAGRAPH", "text": "Public accountability in 92. Availability and reach turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-93", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "93", "title": "Individual accommodation", "anchor": "93-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-93-b001", "type": "PARAGRAPH", "text": "Interpretation of curriculum, materials and pedagogy begins with learning aims and resources that are accessible without unnecessarily reducing breadth or expectation. A foreseeable failure occurs where inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression. Education authorities should adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-93-b002", "type": "PARAGRAPH", "text": "Decision uncertainty in 93. Individual accommodation turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. The individual accommodation standard requires consideration of whether a general accessible design is sufficient for the particular learner. Bodies should provide a timely request, assessment, decision, implementation and review route, because individual accommodation complements rather than excuses failure to improve general accessibility. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-93-b003", "type": "PARAGRAPH", "text": "Legal authority in 93. Individual accommodation turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-94", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "94", "title": "Quality and equivalence", "anchor": "94-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-94-b001", "type": "PARAGRAPH", "text": "Curriculum, materials and pedagogy requires an explicit standard because it concerns learning aims and resources that are accessible without unnecessarily reducing breadth or expectation. The risk is that inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression. A competent institution should adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-94-b002", "type": "PARAGRAPH", "text": "Institutional responsibility in 94. Quality and equivalence turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Quality and equivalence to connect evidence with delivery, unequal effect and correction. Review of quality and equivalence should establish whether accessible provision retains credible teaching, curriculum, assessment and progression. It should compare substantive conditions and outcomes without assuming identical means and acknowledge that different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-94-b003", "type": "PARAGRAPH", "text": "Resource feasibility in 94. Quality and equivalence turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Quality and equivalence to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-95", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "95", "title": "Participation and voice", "anchor": "95-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-95-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of curriculum, materials and pedagogy is the effective enjoyment of learning aims and resources that are accessible without unnecessarily reducing breadth or expectation. Where inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression, accessibility can be reduced to a formal assurance. Authorities should adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-95-b002", "type": "PARAGRAPH", "text": "Evidentiary coverage in 95. Participation and voice turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. For participation and voice, responsible bodies should identify whether learners with disabilities and representative organisations influence decisions affecting them and should use accessible consultation early enough to change design and resource choices. Any conclusion must respect that consultation is not evidence of participation if information, communication or decision routes remain inaccessible. Material limits and unresolved responsibility should be visible to the learner and oversight body. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-95-b003", "type": "PARAGRAPH", "text": "Distributional equity in 95. Participation and voice turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-96", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "96", "title": "Evidence and verification", "anchor": "96-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-96-b001", "type": "PARAGRAPH", "text": "A credible approach treats curriculum, materials and pedagogy as a condition of learning aims and resources that are accessible without unnecessarily reducing breadth or expectation, not as an optional supplementary service. The dominant failure mode is that inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression. The practical safeguard is to adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-96-b002", "type": "PARAGRAPH", "text": "Remedial access in 96. Evidence and verification turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. The relevant evidence and verification question is which records show that the measure operates in practice. The authority should combine policy, service records, observation and user evidence and retain material disagreement, mindful that declared compliance should not replace verification of the learner pathway. Consultation and evidence should be accessible in the same modes required for participation in education. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-96-b003", "type": "PARAGRAPH", "text": "Temporal continuity in 96. Evidence and verification turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-97", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "97", "title": "Proportionality and resources", "anchor": "97-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-97-b001", "type": "PARAGRAPH", "text": "In curriculum, materials and pedagogy, the standard should support a reasoned judgement about learning aims and resources that are accessible without unnecessarily reducing breadth or expectation. It is weakened where inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression. The corrective course is to adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-97-b002", "type": "PARAGRAPH", "text": "Comparative integrity in 97. Proportionality and resources turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. Application of proportionality and resources requires an answer to how cost, feasibility, harm and available alternatives are assessed. Institutions should require evidence of burden and examine phased or alternative means before refusal, since general budget pressure alone does not demonstrate that a particular accommodation is disproportionate. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-97-b003", "type": "PARAGRAPH", "text": "Operational capacity in 97. Proportionality and resources turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-98", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "98", "title": "Accountability and remedy", "anchor": "98-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-98-b001", "type": "PARAGRAPH", "text": "Public accountability in 98. Accountability and remedy turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. For curriculum, materials and pedagogy, accessibility concerns learning aims and resources that are accessible without unnecessarily reducing breadth or expectation. The principal risk is that inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression. Authorities should therefore adapt means of access and instruction while preserving substantive learning entitlement. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-98-b002", "type": "PARAGRAPH", "text": "Decision uncertainty in 98. Accountability and remedy turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. The accountability and remedy test asks who decides, funds, implements and corrects an inaccessible condition. The responsible body should identify reasons, deadlines, escalation and an accessible complaint route. The governing proposition is that shared responsibility should not make the duty impossible for the learner to locate. A decision should state the learner-facing condition, evidence, authority and date. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-98-b003", "type": "PARAGRAPH", "text": "Within curriculum, materials and pedagogy, the principle should be tested against the learner pathway described in this part. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-99", "partId": "part-iceqc-r-2006-13-ix", "parentId": null, "number": "99", "title": "Progressive system improvement", "anchor": "99-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-99-b001", "type": "PARAGRAPH", "text": "Progressive system improvement is material because learning aims and resources that are accessible without unnecessarily reducing breadth or expectation cannot be inferred from an institution’s general statement of openness. In this domain, inaccessible presentation may be mistaken for inability, while simplified curricula can restrict progression. The immediate response is to adapt means of access and instruction while preserving substantive learning entitlement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-99-b002", "type": "PARAGRAPH", "text": "Legal authority in 99. Progressive system improvement turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. Institutions should determine how immediate accommodation and planned structural change operate together and should set priorities, milestones and monitoring that reduce recurring individual barriers, recognising that long-term planning should not postpone an adjustment necessary for present participation. Evidence from a learner’s actual route should be capable of correcting a central record. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-99-b003", "type": "PARAGRAPH", "text": "Within curriculum, materials and pedagogy, the principle should be tested against the learner pathway described in this part. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-100", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "100", "title": "Interpretive proposition", "anchor": "100-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-100-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns fair evidence of learning, accessible procedures and recognition that supports movement through education. The main risk is that standardised conditions can measure disability-related barriers rather than intended competence. Authorities should identify the construct, provide appropriate adjustment and preserve reasons and review.", "citationIds": [ "REF-38" ] } ] }, { "id": "sec-iceqc-r-2006-13-101", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "101", "title": "Protected function", "anchor": "101-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-101-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of assessment, qualifications and progression is the effective enjoyment of fair evidence of learning, accessible procedures and recognition that supports movement through education. Where standardised conditions can measure disability-related barriers rather than intended competence, accessibility can be reduced to a formal assurance. Authorities should identify the construct, provide appropriate adjustment and preserve reasons and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-101-b002", "type": "PARAGRAPH", "text": "Institutional responsibility in 101. Protected function turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. For protected function, responsible bodies should identify which educational opportunity or service the accessibility measure is intended to secure and should state the substantive learning, participation, safety or progression function. Any conclusion must respect that accessibility should be assessed by use and benefit, not the mere presence of a feature. Material limits and unresolved responsibility should be visible to the learner and oversight body. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-101-b003", "type": "PARAGRAPH", "text": "Resource feasibility in 101. Protected function turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-102", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "102", "title": "Barrier identification", "anchor": "102-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-102-b001", "type": "PARAGRAPH", "text": "A credible approach treats assessment, qualifications and progression as a condition of fair evidence of learning, accessible procedures and recognition that supports movement through education, not as an optional supplementary service. The dominant failure mode is that standardised conditions can measure disability-related barriers rather than intended competence. The practical safeguard is to identify the construct, provide appropriate adjustment and preserve reasons and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-102-b002", "type": "PARAGRAPH", "text": "Evidentiary coverage in 102. Barrier identification turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. The relevant barrier identification question is which environmental, procedural, communication or attitudinal condition restricts participation. The authority should combine competent inspection with learner, family and staff evidence, mindful that the impairment should not be substituted for analysis of the barrier created by the education system. Consultation and evidence should be accessible in the same modes required for participation in education. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-102-b003", "type": "PARAGRAPH", "text": "Distributional equity in 102. Barrier identification turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-103", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "103", "title": "Availability and reach", "anchor": "103-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-103-b001", "type": "PARAGRAPH", "text": "In assessment, qualifications and progression, the standard should support a reasoned judgement about fair evidence of learning, accessible procedures and recognition that supports movement through education. It is weakened where standardised conditions can measure disability-related barriers rather than intended competence. The corrective course is to identify the construct, provide appropriate adjustment and preserve reasons and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-103-b002", "type": "PARAGRAPH", "text": "Remedial access in 103. Availability and reach turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. Application of availability and reach requires an answer to whether the measure exists where and when the learner needs it. Institutions should examine geography, schedule, maintenance, staffing and continuity, since a pilot or isolated accessible institution does not establish system-wide practical access. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-103-b003", "type": "PARAGRAPH", "text": "capacity and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 103. Availability and reach to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-104", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "104", "title": "Individual accommodation", "anchor": "104-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-104-b001", "type": "PARAGRAPH", "text": "For assessment, qualifications and progression, accessibility concerns fair evidence of learning, accessible procedures and recognition that supports movement through education. The principal risk is that standardised conditions can measure disability-related barriers rather than intended competence. Authorities should therefore identify the construct, provide appropriate adjustment and preserve reasons and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-104-b002", "type": "PARAGRAPH", "text": "Temporal continuity in 104. Individual accommodation turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. The individual accommodation test asks whether a general accessible design is sufficient for the particular learner. The responsible body should provide a timely request, assessment, decision, implementation and review route. The governing proposition is that individual accommodation complements rather than excuses failure to improve general accessibility. A decision should state the learner-facing condition, evidence, authority and date. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-104-b003", "type": "PARAGRAPH", "text": "Comparative integrity in 104. Individual accommodation turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-105", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "105", "title": "Quality and equivalence", "anchor": "105-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-105-b001", "type": "PARAGRAPH", "text": "Quality and equivalence is material because fair evidence of learning, accessible procedures and recognition that supports movement through education cannot be inferred from an institution’s general statement of openness. In this domain, standardised conditions can measure disability-related barriers rather than intended competence. The immediate response is to identify the construct, provide appropriate adjustment and preserve reasons and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-105-b002", "type": "PARAGRAPH", "text": "Operational capacity in 105. Quality and equivalence turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Quality and equivalence to connect evidence with delivery, unequal effect and correction. Institutions should determine whether accessible provision retains credible teaching, curriculum, assessment and progression and should compare substantive conditions and outcomes without assuming identical means, recognising that different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. Evidence from a learner’s actual route should be capable of correcting a central record. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-105-b003", "type": "PARAGRAPH", "text": "feasibility and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 105. Quality and equivalence to connect evidence with delivery, unequal effect and correction. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-106", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "106", "title": "Participation and voice", "anchor": "106-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-106-b001", "type": "PARAGRAPH", "text": "The protected public interest in assessment, qualifications and progression is fair evidence of learning, accessible procedures and recognition that supports movement through education. If standardised conditions can measure disability-related barriers rather than intended competence, formal equality can coexist with exclusion or materially weaker provision. The required course is to identify the construct, provide appropriate adjustment and preserve reasons and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-106-b002", "type": "PARAGRAPH", "text": "Public accountability in 106. Participation and voice turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. Under participation and voice, the inquiry concerns whether learners with disabilities and representative organisations influence decisions affecting them. Decision-makers should use accessible consultation early enough to change design and resource choices, subject to the principle that consultation is not evidence of participation if information, communication or decision routes remain inaccessible. Reasons should be proportionate to the consequence for participation and learning. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-106-b003", "type": "PARAGRAPH", "text": "Decision uncertainty in 106. Participation and voice turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-107", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "107", "title": "Evidence and verification", "anchor": "107-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-107-b001", "type": "PARAGRAPH", "text": "Interpretation of assessment, qualifications and progression begins with fair evidence of learning, accessible procedures and recognition that supports movement through education. A foreseeable failure occurs where standardised conditions can measure disability-related barriers rather than intended competence. Education authorities should identify the construct, provide appropriate adjustment and preserve reasons and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-107-b002", "type": "PARAGRAPH", "text": "Legal authority in 107. Evidence and verification turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. The evidence and verification standard requires consideration of which records show that the measure operates in practice. Bodies should combine policy, service records, observation and user evidence and retain material disagreement, because declared compliance should not replace verification of the learner pathway. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-107-b003", "type": "PARAGRAPH", "text": "Institutional responsibility in 107. Evidence and verification turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-108", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "108", "title": "Proportionality and resources", "anchor": "108-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-108-b001", "type": "PARAGRAPH", "text": "Assessment, qualifications and progression requires an explicit standard because it concerns fair evidence of learning, accessible procedures and recognition that supports movement through education. The risk is that standardised conditions can measure disability-related barriers rather than intended competence. A competent institution should identify the construct, provide appropriate adjustment and preserve reasons and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-108-b002", "type": "PARAGRAPH", "text": "Resource feasibility in 108. Proportionality and resources turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. Review of proportionality and resources should establish how cost, feasibility, harm and available alternatives are assessed. It should require evidence of burden and examine phased or alternative means before refusal and acknowledge that general budget pressure alone does not demonstrate that a particular accommodation is disproportionate. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-108-b003", "type": "PARAGRAPH", "text": "Evidentiary coverage in 108. Proportionality and resources turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-109", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "109", "title": "Accountability and remedy", "anchor": "109-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-109-b001", "type": "PARAGRAPH", "text": "Distributional equity in 109. Accountability and remedy turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. The public-interest purpose of assessment, qualifications and progression is the effective enjoyment of fair evidence of learning, accessible procedures and recognition that supports movement through education. Where standardised conditions can measure disability-related barriers rather than intended competence, accessibility can be reduced to a formal assurance. Authorities should identify the construct, provide appropriate adjustment and preserve reasons and review. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-109-b002", "type": "PARAGRAPH", "text": "Remedial access in 109. Accountability and remedy turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. For accountability and remedy, responsible bodies should identify who decides, funds, implements and corrects an inaccessible condition and should identify reasons, deadlines, escalation and an accessible complaint route. Any conclusion must respect that shared responsibility should not make the duty impossible for the learner to locate. Material limits and unresolved responsibility should be visible to the learner and oversight body. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-109-b003", "type": "PARAGRAPH", "text": "Temporal continuity in 109. Accountability and remedy turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-110", "partId": "part-iceqc-r-2006-13-x", "parentId": null, "number": "110", "title": "Progressive system improvement", "anchor": "110-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-110-b001", "type": "PARAGRAPH", "text": "Comparative integrity in 110. Progressive system improvement turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. A credible approach treats assessment, qualifications and progression as a condition of fair evidence of learning, accessible procedures and recognition that supports movement through education, not as an optional supplementary service. The dominant failure mode is that standardised conditions can measure disability-related barriers rather than intended competence. The practical safeguard is to identify the construct, provide appropriate adjustment and preserve reasons and review. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-110-b002", "type": "PARAGRAPH", "text": "Operational capacity in 110. Progressive system improvement turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. The relevant progressive system improvement question is how immediate accommodation and planned structural change operate together. The authority should set priorities, milestones and monitoring that reduce recurring individual barriers, mindful that long-term planning should not postpone an adjustment necessary for present participation. Consultation and evidence should be accessible in the same modes required for participation in education. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-110-b003", "type": "PARAGRAPH", "text": "timing and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 110. Progressive system improvement to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-111", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "111", "title": "Interpretive proposition", "anchor": "111-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-111-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm. The main risk is that aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information. Authorities should collect necessary, consent-aware and protected evidence and publish responsible disaggregation.", "citationIds": [ "REF-39" ] } ] }, { "id": "sec-iceqc-r-2006-13-112", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "112", "title": "Protected function", "anchor": "112-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-112-b001", "type": "PARAGRAPH", "text": "The protected public interest in data, privacy and monitoring is evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm. If aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information, formal equality can coexist with exclusion or materially weaker provision. The required course is to collect necessary, consent-aware and protected evidence and publish responsible disaggregation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-112-b002", "type": "PARAGRAPH", "text": "Public accountability in 112. Protected function turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. Under protected function, the inquiry concerns which educational opportunity or service the accessibility measure is intended to secure. Decision-makers should state the substantive learning, participation, safety or progression function, subject to the principle that accessibility should be assessed by use and benefit, not the mere presence of a feature. Reasons should be proportionate to the consequence for participation and learning. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-112-b003", "type": "PARAGRAPH", "text": "Decision uncertainty in 112. Protected function turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-113", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "113", "title": "Barrier identification", "anchor": "113-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-113-b001", "type": "PARAGRAPH", "text": "Interpretation of data, privacy and monitoring begins with evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm. A foreseeable failure occurs where aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information. Education authorities should collect necessary, consent-aware and protected evidence and publish responsible disaggregation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-113-b002", "type": "PARAGRAPH", "text": "Legal authority in 113. Barrier identification turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. The barrier identification standard requires consideration of which environmental, procedural, communication or attitudinal condition restricts participation. Bodies should combine competent inspection with learner, family and staff evidence, because the impairment should not be substituted for analysis of the barrier created by the education system. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-113-b003", "type": "PARAGRAPH", "text": "timing and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 113. Barrier identification to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-114", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "114", "title": "Availability and reach", "anchor": "114-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-114-b001", "type": "PARAGRAPH", "text": "Data, privacy and monitoring requires an explicit standard because it concerns evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm. The risk is that aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information. A competent institution should collect necessary, consent-aware and protected evidence and publish responsible disaggregation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-114-b002", "type": "PARAGRAPH", "text": "Institutional responsibility in 114. Availability and reach turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. Review of availability and reach should establish whether the measure exists where and when the learner needs it. It should examine geography, schedule, maintenance, staffing and continuity and acknowledge that a pilot or isolated accessible institution does not establish system-wide practical access. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-114-b003", "type": "PARAGRAPH", "text": "remedy and responsible, remaining, barrier in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 114. Availability and reach to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-115", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "115", "title": "Individual accommodation", "anchor": "115-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-115-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of data, privacy and monitoring is the effective enjoyment of evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm. Where aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information, accessibility can be reduced to a formal assurance. Authorities should collect necessary, consent-aware and protected evidence and publish responsible disaggregation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-115-b002", "type": "PARAGRAPH", "text": "Resource feasibility in 115. Individual accommodation turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. For individual accommodation, responsible bodies should identify whether a general accessible design is sufficient for the particular learner and should provide a timely request, assessment, decision, implementation and review route. Any conclusion must respect that individual accommodation complements rather than excuses failure to improve general accessibility. Material limits and unresolved responsibility should be visible to the learner and oversight body. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-115-b003", "type": "PARAGRAPH", "text": "Evidentiary coverage in 115. Individual accommodation turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-116", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "116", "title": "Quality and equivalence", "anchor": "116-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-116-b001", "type": "PARAGRAPH", "text": "A credible approach treats data, privacy and monitoring as a condition of evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm, not as an optional supplementary service. The dominant failure mode is that aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information. The practical safeguard is to collect necessary, consent-aware and protected evidence and publish responsible disaggregation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-116-b002", "type": "PARAGRAPH", "text": "Distributional equity in 116. Quality and equivalence turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Quality and equivalence to connect evidence with delivery, unequal effect and correction. The relevant quality and equivalence question is whether accessible provision retains credible teaching, curriculum, assessment and progression. The authority should compare substantive conditions and outcomes without assuming identical means, mindful that different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. Consultation and evidence should be accessible in the same modes required for participation in education. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-116-b003", "type": "PARAGRAPH", "text": "Remedial access in 116. Quality and equivalence turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Quality and equivalence to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-117", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "117", "title": "Participation and voice", "anchor": "117-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-117-b001", "type": "PARAGRAPH", "text": "In data, privacy and monitoring, the standard should support a reasoned judgement about evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm. It is weakened where aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information. The corrective course is to collect necessary, consent-aware and protected evidence and publish responsible disaggregation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-117-b002", "type": "PARAGRAPH", "text": "Temporal continuity in 117. Participation and voice turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. Application of participation and voice requires an answer to whether learners with disabilities and representative organisations influence decisions affecting them. Institutions should use accessible consultation early enough to change design and resource choices, since consultation is not evidence of participation if information, communication or decision routes remain inaccessible. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-117-b003", "type": "PARAGRAPH", "text": "Comparative integrity in 117. Participation and voice turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-118", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "118", "title": "Evidence and verification", "anchor": "118-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-118-b001", "type": "PARAGRAPH", "text": "For data, privacy and monitoring, accessibility concerns evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm. The principal risk is that aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information. Authorities should therefore collect necessary, consent-aware and protected evidence and publish responsible disaggregation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-118-b002", "type": "PARAGRAPH", "text": "Operational capacity in 118. Evidence and verification turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. The evidence and verification test asks which records show that the measure operates in practice. The responsible body should combine policy, service records, observation and user evidence and retain material disagreement. The governing proposition is that declared compliance should not replace verification of the learner pathway. A decision should state the learner-facing condition, evidence, authority and date. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-118-b003", "type": "PARAGRAPH", "text": "Public accountability in 118. Evidence and verification turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-119", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "119", "title": "Proportionality and resources", "anchor": "119-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-119-b001", "type": "PARAGRAPH", "text": "Proportionality and resources is material because evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm cannot be inferred from an institution’s general statement of openness. In this domain, aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information. The immediate response is to collect necessary, consent-aware and protected evidence and publish responsible disaggregation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-119-b002", "type": "PARAGRAPH", "text": "Decision uncertainty in 119. Proportionality and resources turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. Institutions should determine how cost, feasibility, harm and available alternatives are assessed and should require evidence of burden and examine phased or alternative means before refusal, recognising that general budget pressure alone does not demonstrate that a particular accommodation is disproportionate. Evidence from a learner’s actual route should be capable of correcting a central record. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-119-b003", "type": "PARAGRAPH", "text": "Legal authority in 119. Proportionality and resources turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-120", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "120", "title": "Accountability and remedy", "anchor": "120-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-120-b001", "type": "PARAGRAPH", "text": "Institutional responsibility in 120. Accountability and remedy turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. The protected public interest in data, privacy and monitoring is evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm. If aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information, formal equality can coexist with exclusion or materially weaker provision. The required course is to collect necessary, consent-aware and protected evidence and publish responsible disaggregation. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-120-b002", "type": "PARAGRAPH", "text": "Resource feasibility in 120. Accountability and remedy turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. Under accountability and remedy, the inquiry concerns who decides, funds, implements and corrects an inaccessible condition. Decision-makers should identify reasons, deadlines, escalation and an accessible complaint route, subject to the principle that shared responsibility should not make the duty impossible for the learner to locate. Reasons should be proportionate to the consequence for participation and learning. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-120-b003", "type": "PARAGRAPH", "text": "Evidentiary coverage in 120. Accountability and remedy turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-121", "partId": "part-iceqc-r-2006-13-xi", "parentId": null, "number": "121", "title": "Progressive system improvement", "anchor": "121-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-121-b001", "type": "PARAGRAPH", "text": "Distributional equity in 121. Progressive system improvement turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. Interpretation of data, privacy and monitoring begins with evidence capable of identifying exclusion and unequal conditions without exposing individuals to stigma or harm. A foreseeable failure occurs where aggregate totals may conceal non-participation while intrusive classification may deter families or misuse personal information. Education authorities should collect necessary, consent-aware and protected evidence and publish responsible disaggregation. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-121-b002", "type": "PARAGRAPH", "text": "Remedial access in 121. Progressive system improvement turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. The progressive system improvement standard requires consideration of how immediate accommodation and planned structural change operate together. Bodies should set priorities, milestones and monitoring that reduce recurring individual barriers, because long-term planning should not postpone an adjustment necessary for present participation. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-121-b003", "type": "PARAGRAPH", "text": "Temporal continuity in 121. Progressive system improvement turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-122", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "122", "title": "Interpretive proposition", "anchor": "122-interpretive-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-122-b001", "type": "PARAGRAPH", "text": "The relevant standard concerns authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice. The main risk is that fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers. Authorities should assign accountable duties, resource priorities, timelines and accessible routes to remedy.", "citationIds": [ "REF-40" ] } ] }, { "id": "sec-iceqc-r-2006-13-123", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "123", "title": "Protected function", "anchor": "123-protected-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-123-b001", "type": "PARAGRAPH", "text": "In governance, resources and remedy, the standard should support a reasoned judgement about authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice. It is weakened where fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers. The corrective course is to assign accountable duties, resource priorities, timelines and accessible routes to remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-123-b002", "type": "PARAGRAPH", "text": "Comparative integrity in 123. Protected function turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. Application of protected function requires an answer to which educational opportunity or service the accessibility measure is intended to secure. Institutions should state the substantive learning, participation, safety or progression function, since accessibility should be assessed by use and benefit, not the mere presence of a feature. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-123-b003", "type": "PARAGRAPH", "text": "Operational capacity in 123. Protected function turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Protected function to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-124", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "124", "title": "Barrier identification", "anchor": "124-barrier-identification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-124-b001", "type": "PARAGRAPH", "text": "For governance, resources and remedy, accessibility concerns authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice. The principal risk is that fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers. Authorities should therefore assign accountable duties, resource priorities, timelines and accessible routes to remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-124-b002", "type": "PARAGRAPH", "text": "Public accountability in 124. Barrier identification turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. The barrier identification test asks which environmental, procedural, communication or attitudinal condition restricts participation. The responsible body should combine competent inspection with learner, family and staff evidence. The governing proposition is that the impairment should not be substituted for analysis of the barrier created by the education system. A decision should state the learner-facing condition, evidence, authority and date. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-124-b003", "type": "PARAGRAPH", "text": "Decision uncertainty in 124. Barrier identification turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Barrier identification to connect evidence with delivery, unequal effect and correction. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-125", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "125", "title": "Availability and reach", "anchor": "125-availability-and-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-125-b001", "type": "PARAGRAPH", "text": "Availability and reach is material because authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice cannot be inferred from an institution’s general statement of openness. In this domain, fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers. The immediate response is to assign accountable duties, resource priorities, timelines and accessible routes to remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-125-b002", "type": "PARAGRAPH", "text": "Legal authority in 125. Availability and reach turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. Institutions should determine whether the measure exists where and when the learner needs it and should examine geography, schedule, maintenance, staffing and continuity, recognising that a pilot or isolated accessible institution does not establish system-wide practical access. Evidence from a learner’s actual route should be capable of correcting a central record. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-125-b003", "type": "PARAGRAPH", "text": "Institutional responsibility in 125. Availability and reach turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Availability and reach to connect evidence with delivery, unequal effect and correction. Where a barrier cannot be removed immediately, the competent authority should provide a safe and educationally credible alternative while recording the remaining obligation and timetable. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-126", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "126", "title": "Individual accommodation", "anchor": "126-individual-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-126-b001", "type": "PARAGRAPH", "text": "The protected public interest in governance, resources and remedy is authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice. If fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers, formal equality can coexist with exclusion or materially weaker provision. The required course is to assign accountable duties, resource priorities, timelines and accessible routes to remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-126-b002", "type": "PARAGRAPH", "text": "Resource feasibility in 126. Individual accommodation turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Individual accommodation to connect evidence with delivery, unequal effect and correction. Under individual accommodation, the inquiry concerns whether a general accessible design is sufficient for the particular learner. Decision-makers should provide a timely request, assessment, decision, implementation and review route, subject to the principle that individual accommodation complements rather than excuses failure to improve general accessibility. Reasons should be proportionate to the consequence for participation and learning. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-126-b003", "type": "PARAGRAPH", "text": "continuity and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 126. Individual accommodation to connect evidence with delivery, unequal effect and correction. An adjustment should preserve dignity, privacy and learner agency. It should not require unnecessary disclosure or make access dependent on repeated proof already held by the institution. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-127", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "127", "title": "Quality and equivalence", "anchor": "127-quality-and-equivalence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-127-b001", "type": "PARAGRAPH", "text": "Interpretation of governance, resources and remedy begins with authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice. A foreseeable failure occurs where fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers. Education authorities should assign accountable duties, resource priorities, timelines and accessible routes to remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-127-b002", "type": "PARAGRAPH", "text": "Evidentiary coverage in 127. Quality and equivalence turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Quality and equivalence to connect evidence with delivery, unequal effect and correction. The quality and equivalence standard requires consideration of whether accessible provision retains credible teaching, curriculum, assessment and progression. Bodies should compare substantive conditions and outcomes without assuming identical means, because different methods may be necessary, but a segregated or reduced entitlement should not be hidden as accommodation. Findings should identify whether the barrier is individual, institutional or systemic and avoid transferring an institutional duty to the household. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-127-b003", "type": "PARAGRAPH", "text": "timing and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 127. Quality and equivalence to connect evidence with delivery, unequal effect and correction. The measure should be monitored for actual use, reliability and educational consequence. Inputs purchased or policies issued are not sufficient evidence of accessibility. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-128", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "128", "title": "Participation and voice", "anchor": "128-participation-and-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-128-b001", "type": "PARAGRAPH", "text": "Governance, resources and remedy requires an explicit standard because it concerns authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice. The risk is that fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers. A competent institution should assign accountable duties, resource priorities, timelines and accessible routes to remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-128-b002", "type": "PARAGRAPH", "text": "Distributional equity in 128. Participation and voice turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. Review of participation and voice should establish whether learners with disabilities and representative organisations influence decisions affecting them. It should use accessible consultation early enough to change design and resource choices and acknowledge that consultation is not evidence of participation if information, communication or decision routes remain inaccessible. The decision should remain open to correction as needs, technology, infrastructure or educational circumstances change. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-128-b003", "type": "PARAGRAPH", "text": "Remedial access in 128. Participation and voice turns on convention on the rights, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Participation and voice to connect evidence with delivery, unequal effect and correction. Comparable quality does not require identical delivery. It requires that different means preserve the substantive educational function and do not impose stigma, avoidable delay or a restricted progression pathway. The resulting implication for participation and correction should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-129", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "129", "title": "Evidence and verification", "anchor": "129-evidence-and-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-129-b001", "type": "PARAGRAPH", "text": "The public-interest purpose of governance, resources and remedy is the effective enjoyment of authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice. Where fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers, accessibility can be reduced to a formal assurance. Authorities should assign accountable duties, resource priorities, timelines and accessible routes to remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-129-b002", "type": "PARAGRAPH", "text": "Temporal continuity in 129. Evidence and verification turns on on the rights of, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. For evidence and verification, responsible bodies should identify which records show that the measure operates in practice and should combine policy, service records, observation and user evidence and retain material disagreement. Any conclusion must respect that declared compliance should not replace verification of the learner pathway. Material limits and unresolved responsibility should be visible to the learner and oversight body. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-129-b003", "type": "PARAGRAPH", "text": "Comparative integrity in 129. Evidence and verification turns on the rights of persons, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Evidence and verification to connect evidence with delivery, unequal effect and correction. Investment priorities should reflect severity, frequency, number of learners affected and the consequence of exclusion. Low-frequency barriers may still demand urgent correction where the harm is substantial. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-130", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "130", "title": "Proportionality and resources", "anchor": "130-proportionality-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-130-b001", "type": "PARAGRAPH", "text": "A credible approach treats governance, resources and remedy as a condition of authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice, not as an optional supplementary service. The dominant failure mode is that fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers. The practical safeguard is to assign accountable duties, resource priorities, timelines and accessible routes to remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-130-b002", "type": "PARAGRAPH", "text": "Operational capacity in 130. Proportionality and resources turns on rights of persons with, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. The relevant proportionality and resources question is how cost, feasibility, harm and available alternatives are assessed. The authority should require evidence of burden and examine phased or alternative means before refusal, mindful that general budget pressure alone does not demonstrate that a particular accommodation is disproportionate. Consultation and evidence should be accessible in the same modes required for participation in education. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-130-b003", "type": "PARAGRAPH", "text": "Public accountability in 130. Proportionality and resources turns on interpreting educational accessibility under, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Proportionality and resources to connect evidence with delivery, unequal effect and correction. A refusal or delay should identify the evidence considered, feasible alternatives and review route. Silence or administrative inaction should not operate as an unreasoned refusal. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-131", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "131", "title": "Accountability and remedy", "anchor": "131-accountability-and-remedy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-131-b001", "type": "PARAGRAPH", "text": "Decision uncertainty in 131. Accountability and remedy turns on educational accessibility under the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. In governance, resources and remedy, the standard should support a reasoned judgement about authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice. It is weakened where fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers. The corrective course is to assign accountable duties, resource priorities, timelines and accessible routes to remedy. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-131-b002", "type": "PARAGRAPH", "text": "Legal authority in 131. Accountability and remedy turns on accessibility under the convention, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Accountability and remedy to connect evidence with delivery, unequal effect and correction. Application of accountability and remedy requires an answer to who decides, funds, implements and corrects an inaccessible condition. Institutions should identify reasons, deadlines, escalation and an accessible complaint route, since shared responsibility should not make the duty impossible for the learner to locate. The record should distinguish an individual adjustment from a recurring system barrier requiring general correction. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-131-b003", "type": "PARAGRAPH", "text": "capacity and evidenced, accessible, review in Interpreting Educational Accessibility under the Convention on the Rights of Persons with Disabilities require ### 131. Accountability and remedy to connect evidence with delivery, unequal effect and correction. Accessible provision should be sustained across enrolment, teaching, assessment and transition. A temporary solution should include responsibility for continuity, maintenance and replacement. Any departure should be reasoned, evidenced and open to accessible review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-132", "partId": "part-iceqc-r-2006-13-xii", "parentId": null, "number": "132", "title": "Progressive system improvement", "anchor": "132-progressive-system-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-132-b001", "type": "PARAGRAPH", "text": "Institutional responsibility in 132. Progressive system improvement turns on under the convention on, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. For governance, resources and remedy, accessibility concerns authority, finance, planning, complaints and correction sufficient to move accessibility from aspiration to practice. The principal risk is that fragmented responsibility can leave schools, families and learners carrying the cost of systemic barriers. Authorities should therefore assign accountable duties, resource priorities, timelines and accessible routes to remedy. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-132-b002", "type": "PARAGRAPH", "text": "Resource feasibility in 132. Progressive system improvement turns on the convention on the, because the Convention requires an accessible result whose basis can be tested against the responsible duty. Progressive system improvement to connect evidence with delivery, unequal effect and correction. The progressive system improvement test asks how immediate accommodation and planned structural change operate together. The responsible body should set priorities, milestones and monitoring that reduce recurring individual barriers. The governing proposition is that long-term planning should not postpone an adjustment necessary for present participation. A decision should state the learner-facing condition, evidence, authority and date. The resulting implication for participation and correction should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-13-132-b003", "type": "PARAGRAPH", "text": "For governance, resources and remedy, the authority should apply this safeguard to the particular barrier and educational function. Accessibility is not established by admission alone. It extends to safe attendance, communication, teaching, assessment, participation and a credible route into further learning. The conclusion should identify the responsible body and remaining barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-133", "partId": "part-iceqc-r-2006-13-xiii", "parentId": null, "number": "133", "title": "Status and immediate significance", "anchor": "133-status-and-immediate-significance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-133-b001", "type": "PARAGRAPH", "text": "The Convention has been adopted but, at the evidence cutoff, has not opened for signature and is not in force. Education authorities should neither misstate that position nor postpone examination of laws, policies, buildings, information and procedures against the adopted standard.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-134", "partId": "part-iceqc-r-2006-13-xiii", "parentId": null, "number": "134", "title": "A substantive accessibility test", "anchor": "134-a-substantive-accessibility-test", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-134-b001", "type": "PARAGRAPH", "text": "The relevant question is whether learners with disabilities can safely and effectively use the education service, participate in teaching and assessment, and progress on an equal basis. Admission, a written policy or a single accessible feature is not sufficient evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-135", "partId": "part-iceqc-r-2006-13-xiii", "parentId": null, "number": "135", "title": "General measures and individual decisions", "anchor": "135-general-measures-and-individual-decisions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-135-b001", "type": "PARAGRAPH", "text": "System accessibility reduces recurring barriers; reasonable accommodation responds to a particular barrier that remains. Institutions require timely procedures, competent decisions, stated reasons and effective review for both.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-13-136", "partId": "part-iceqc-r-2006-13-xiii", "parentId": null, "number": "136", "title": "Final conclusion", "anchor": "136-final-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-13-136-b001", "type": "PARAGRAPH", "text": "Educational accessibility is a condition of equality and quality. It should be governed through inclusive system design, individual accommodation, credible support, participation, protected evidence and accountable correction. Progress should be judged from the learner’s complete educational pathway and the substantive opportunity secured.", "citationIds": [] } ] } ], "technicalAppendices": [], "notes": [], "references": [ { "id": "REF-01", "authoringBody": "World Education Forum", "title": "The Dakar Framework for Action: Education for All — Meeting Our Collective Commitments", "year": 2000, "publicationDate": "2000-04-28", "sourceType": "POLICY_DOCUMENT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000121147", "evidenceRole": "The six Education for All goals and the framework for national plans, international cooperation, quality, equity and accountable monitoring." }, { "id": "REF-03", "authoringBody": "Education for All Global Monitoring Report Team", "title": "Education for All: The Quality Imperative", "year": 2004, "publicationDate": "2004-11-09", "sourceType": "OFFICIAL_REPORT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000137333", "evidenceRole": "The principal global evidence base on education quality, learning outcomes, enabling inputs, teaching and system policy available for the 2005 annual assessment." }, { "id": "REF-12", "authoringBody": "World Bank", "title": "World Development Report 2006: Equity and Development", "year": 2005, "publicationDate": "2005-09-20", "sourceType": "OFFICIAL_REPORT", "url": "https://documents.worldbank.org/en/publication/documents-reports/documentdetail/359821468137162030/world-development-report-2006-equity-and-development", "evidenceRole": "The 2005 analytical context for inequality of opportunity, institutions, public action and development." }, { "id": "REF-18", "authoringBody": "United Nations General Assembly", "title": "International Covenant on Economic, Social and Cultural Rights", "year": 1966, "publicationDate": "1966-12-16", "documentSymbol": "A/RES/2200A(XXI)", "sourceType": "TREATY", "url": "https://www.ohchr.org/sites/default/files/Documents/ProfessionalInterest/cescr.pdf", "evidenceRole": "The right to education, its purposes, progressive realisation and provisions concerning primary, secondary, higher and fundamental education." }, { "id": "REF-19", "authoringBody": "United Nations Committee on Economic, Social and Cultural Rights", "title": "General Comment No. 13: The Right to Education", "year": 1999, "publicationDate": "1999-12-08", "documentSymbol": "E/C.12/1999/10", "sourceType": "OFFICIAL_REPORT", "url": "https://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=4slQ6QSmlBEDzFEovLCuW1AVC1NkPsgUedPlF1vfPMJb2C7KRvOaewo5P54LEjsHEpeN01Dr2U7Zw%2BK5%2F3WZKUclog1%2BBe3TC8O6zK4NNSgWPJ0yZhtq61OlL", "evidenceRole": "The normative dimensions of availability, accessibility, acceptability and adaptability and the public duty to respect, protect and fulfil the right to education." }, { "id": "REF-20", "authoringBody": "International Labour Organization and UNESCO", "title": "Recommendation concerning the Status of Teachers", "year": 1966, "publicationDate": "1966-10-05", "sourceType": "POLICY_DOCUMENT", "url": "https://www.ilo.org/ilo-unesco-recommendation-concerning-status-teachers-1966", "evidenceRole": "The enduring international principles concerning teacher preparation, employment, professional responsibility and working conditions." }, { "id": "REF-21", "authoringBody": "United Nations General Assembly", "title": "Convention on the Rights of the Child", "year": 1989, "publicationDate": "1989-11-20", "sourceType": "TREATY", "url": "https://www.ohchr.org/sites/default/files/crc.pdf", "evidenceRole": "The child's right to education on equal opportunity, attendance, the aims of education and the duties concerning international cooperation and illiteracy." }, { "id": "REF-22", "authoringBody": "UNESCO General Conference", "title": "Convention against Discrimination in Education", "year": 1960, "publicationDate": "1960-12-14", "sourceType": "TREATY", "url": "https://www.unesco.org/en/legal-affairs/convention-against-discrimination-education", "evidenceRole": "The 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