REPORT TO THE PRESIDENT

PROGRESS IN ADVANCING THE STATUS OF PEOPLE 

WITH DISABILITIES AROUND THE WORLD: 

THE WORK OF THE UNITED STATES DELEGATION 

TO THE THIRTY-THIRD SESSION OF THE COMMISSION 

FOR SOCIAL DEVELOPMENT OF THE UNITED NATIONS

VIENNA

FEBRUARY 8-17, 1993

Submitted by:

John A. Gannon

Acting Chairperson

National Council on Disability

March 29, 1993
2

March 29, 1993

The President 

The White House

Washington, DC 20500

Dear Mr. President:

As your Acting Chairperson of the National Council on Disability, I am pleased to forward

you Progress in Advancing the Status of People with Disabilities Around the World: The

Work of the United States Delegation to the Thirty-Third Session of the Commission for

Social Development of the United Nations. This report details the work I and Mr. Ed Burke

conducted at last month’s meeting of the Commission for Social Development of the United

Nations in Vienna.

The most significant outcome of our work was that the Commission voted to approve what

we believe to be the first ever United States sponsored resolution on disability policy. This

resolution, entitled The Positive and Full Inclusion of Persons with Disabilities in All Aspects

of Society and the Leadership Role of the United Nations Therein, embodies the spirit of the

landmark Americans with Disabilities Act and sets a new and higher standard for the

status of people with disabilities in societies all around the world.

Another important accomplishment was found in our success in amending the draft

Standard Rules on the Equalization of Opportunities for Disabled Persons to promote the

inclusion of children with disabilities in typical schools, opportunities for adults with

disabilities to work, the development of home and community based services for people

with disabilities, and the early treatment of disabilities in infants and young children. I

know that you and Mrs. Clinton are very supportive of these issues and I am honored to

report to you that the United States is now on record as a voice for positive change in these

areas within the international community.

I do hope you find the enclosed report on our activities informative and useful. I thank you

for this special opportunity to be of service to you and to people with disabilities. As

always, Mr. President, I remain at your service.

Sincerely,

John A. Gannon

Acting Chairperson
1

INTRODUCTION

On Thursday, February 4, 1993, President William J. Clinton appointed John A. Gannon

of Washington, DC, as Acting Chairperson of the National Council on Disability. The first

task presented to Mr. Gannon as Acting Chairperson was to travel to Vienna, Austria with

the United States Delegation to the Thirty-Third Session of the United Nations Commission

for Social Development to represent the needs of people with disabilities before the

Commission during its ten day session beginning February 8, 1993. Accordingly, Mr.

Gannon travelled to Vienna accompanied by Edward P. Burke, Executive Assistant to the

Chairperson of the National Council and Chief of Governmental Liaison, an expert on

disability policy with significant intergovernmental and international experience. The

mission involved intense negotiations with representatives of the 104 Member States and

Organizations assembled for the biennial meeting of the Commission.

The Member States and Organizations were categorized as follows:

* 32 were official Members of the Commission for Social Development (including

the United States);

* 42 were official Observers from Member States of the United Nations;

* 2 were Observers from Non-Member States; and

* 28 were Observers from other Organizations, mostly Non-governmental

Organizations.

Overall, the substantive work of the Commission involved framing a draft agenda for the

World Summit on Social Development which will be held in 1995, and conducting policy

debates in the areas of aging, youth, and disability. As part of its work, the Commission

considered four draft resolutions pertaining to individuals with disabilities:

* Designation of an International Day for Disabled Persons;

* Adoption of the United Nations Standard Rules on the Equalization of

Opportunities for Disabled Persons;

* Adoption of a Long-Term Strategy to Implement the United Nations Standard Rules

on the Equalization of Opportunities for Disabled Persons; and
2

* Adoption of a draft resolution offered by the United States Delegation on The

Positive and Full Inclusion of Persons with Disabilities in All Aspects of Society and the

Leadership Role of the United Nations Therein.

The United States Delegation was very active in discussions and negotiations on all four of

these issues. We achieved considerable success in ensuring that all four resolutions

reflected progressive United States policy in the area of disability, as embodied in the

Americans with Disabilities Act of 1990 (ADA).

THE COMMISSION PROCESS

The work of the Commission was accomplished through four major vehicles: Plenary

Sessions, Informal Working Groups (on Aging, Youth, and Disability), a Committee of the

Whole on the 1995 Summit Agenda, and Drafting Groups.

All of these bodies operated by consensus (as opposed to using voting procedures), and

therefore consultations and negotiations with all concerned countries and organizations

were crucial to ensuring the acceptance of proposals from individual Member States. 

Messrs. Gannon and Burke actively participated in the Plenary Sessions, the Informal

Working Groups, and the Drafting Groups, presenting the positions of the United States on

disability issues and offering detailed explanations of the rationales behind these positions. 

As evidence of the determination of the United States to ensure that the United Nations

develops a more positive and proactive role in ensuring the rights and opportunities

available to persons with disabilities throughout the world, the U.S. Delegation produced

13 separate drafts of the Draft Resolution on The Positive and Full Inclusion of Persons

with Disabilities in All Aspects of Society and the Leadership Role of the United Nations

Therein during the course of the ten days. 

On the final day of the Commission’s meeting (February 13, 1993), those items that had

been successfully negotiated within the Informal Working Group process were offered to

the entire Commission for its consideration and approval. Upon passage at the

Commission level, resolutions were forwarded to the United Nations Economic and Social

Council for its consideration and approval (scheduled for July, 1993) prior to the final

deliberations of the General Assembly (scheduled for the Fall of 1993).

OUTCOMES OF THE U.S. DELEGATION’S EFFORTS
 1

The United Nations is still preparing final official versions of all resolutions

approved at the Vienna meeting.

3

Three major outcomes were achieved by the U.S. Delegation to the United Nations

Commission for Social Development in the area of disability policy. First, the Delegation

was successful in ensuring the adoption of the Draft Resolution on The Positive and Full

Inclusion of Persons with Disabilities in All Aspects of Society and the Leadership Role of the

United Nations Therein. An unofficial copy of the final version of the Resolution that was

approved by the entire Commission for Social Development may be found in Appendix A.1

Formal statements by the U.S. Delegation in support of the Resolution are provided in

Appendix C.

During negotiations regarding the various drafts of the Resolution, certain Member States

and Observers requested amendments in the text. Major issues raised by these entities

were as follows:

1. China. In the Resolution’s preamble, the U.S. Delegation cited, among other

precedents, the United Nations Charter and the Universal Declaration on Human

Rights. China objected to the inclusion of these citations, claiming they were

essentially irrelevant to the issues before the Commission. The U.S. Delegation

stood strong on its position that these citations should be maintained to support not

only the rights of persons with disabilities, but the human rights of all persons. 

China threatened a floor debate before the full Commission, but this never

materialized.

2. The United Kingdom. The United Kingdom objected to the language of the

Resolution requesting the Secretary General "to consider strengthening and

upgrading the Disabled Persons Unit" within the United Nations system. The

Disabled Persons Unit currently employs three people to represent the needs and

interests of hundreds of millions of people with disabilities in over 150 countries. 

The United Kingdom’s spokesperson issued an objection before the full

Commission, stating that he believed that this wording was "too directive."

However, as a result of prior negoiations, and recognizing that the United Kingdom

is not an official Member of the Commission, the United Kingdom ceded the point

and stated that it would not object to the adoption of the Resolution, but only

requested that their views be recorded in the Minutes of the Commission. As this

item only "requested" the Secretary General to "consider" this point, the U.S.

Delegation did not believe the objection raised by the United Kingdom was valid. 

We, therefore, went forward with the item, receiving the approval of the

Commission through consensus.
4

Neither of these areas of objection presented serious barriers to the eventual adoption of

the positions of the United States Delegation by the Commission as a whole. In fact, the

U.S. Delegation was able to enlist nine other nations as co-sponsors of the Resolution: 

Australia, Cameroon, Canada, Dominican Republic, Ghana, Guinea, Sudan, Sweden, and

Zimbabwe. The Delegation was particularly pleased that this group of nations included a

mix of "developed" and "developing" nations and reflected a very broad ethnic, cultural,

and geographic base.

The second major accomplishment of the U.S. Delegation at the U.N. Commission for

Social Development was the successful amendment of the United Nations Standard Rules on

the Equalization of Opportunities for Disabled Persons. The Draft Standard Rules, which

had been circulated in advance of the Commission meeting, contained many positive

guidelines for the development of policies and programs for persons with disabilities in

countries all around the world. Through careful analysis, however, the U.S. Delegation

discovered several draft standards that appeared to contradict the overall purpose of the

document: to equalize opportunities and to promote the integration of people with

disabilities in society. For example, as drafted, some of the rules allowed for the continued

segregation of people with disabilities from society. On the first night of the Commission

meeting, Messrs. Gannon and Burke provided the Informal Working Group on Disability

with a copy of a side-by-side text they had prepared, comparing the draft text with an

alternate text the U.S. Delegation believed would strengthen the document. (Please refer to

Appendix B for a copy of the side-by-side text and Appendix C for a summary of the

arguments advanced for amending various standards.)

It should be noted that the United States entered this debate very late in the process. In

fact, the Informal Working Group on Standard Rules had been meeting for nearly two

years before this meeting of the full Commission. While some efforts had been exerted by

the United States to suggest changes in the draft standards, participation by the United

States had been somewhat sporadic until this point. Messrs. Gannon and Burke

acknowledged this fact in their negotiations, but reminded other Members States that the

overall purpose of the group’s work was to propose the best possible Standard Rules to the

full Commission. With this as a basis for negotiation, the U.S. Delegation was able to gain

the concurrence of the Informal Working Group on several proposed amendments. Major

changes successfully negotiated by the U.S. Delegation included the following:

1. The Standard Rules were amended to encourage more integrated approaches to

providing people with disabilities access and support in local communities, rather

than in segregated "facilities" far apart from typical community life.

2. The Standard Rules were amended to encourage the full inclusion of children

with disabilities in public school education.
5

3. The Standard Rules were also amended to encourage the employment of people

with disabilities in the open job market and to encourage the participation of people

with the most severe disabilities in employment. 

4. The Standard Rules were further amended to ensure that particular attention

would be paid to the provision of medical services to infants and children with

disabilities, thus preventing the onset of avoidable secondary disabilities that would

result if these children did not receive treatment.

Overall, efforts of the United States to promote dignified, inclusionary approaches to

serving people with disabilities in their local communities were quite successful. This was

particularly noteworthy, given our late entry into the negotiations. 

In advancing the United States position on these issues, the U.S. Delegation met with some

concerns from other Member States and Organizations. These generally took the form of

defensiveness on the part of some Member States regarding their present service systems,

which are highly segregatory in nature. For example, China and the United Kingdom

(through the statements of one of its Non-Governmental Organizations) objected to our

proposed deletion of "sheltered workshops" as acceptable "employment" options for

people with disabilities. China claimed that it had over 750,00 people in sheltered

workshops and the United Kingdom stated that such workshops are acceptable as a

"interim" measure.

The position of the United States on this issue was to describe our considerable experience

indicating that sheltered workshops serve to perpetuate the segregation of persons with

disabilities from society, seldom lead to the placement of clients in mainstream employment

(in fact, many retain their "most capable" clients in order to meet work quotas), pay

extremely low (if any) wages, are very often full of "down time" due to lack of work, and,

finally, are often in violation of basic labor standards set by governments and through

collective bargaining arrangements. While the U.S. position did not ultimately prevail on

this particular rule, we were able to apply these arguments in strengthening other

employment-related provisions in the Standard Rules. 

Japan actually flew in an "expert" in special education from Tokyo to speak against a

proposed United States amendment that would have deleted "special facilities" as

acceptable special education placements. The U.S. Delegation based its arguments for

integrated education on our nation’s experience in implementing the Individuals with

Disabilities Education Act (which, for over 15 years, has required that students with

disabilities be placed in the "least restrictive environment"). The results of dozens of

studies and demonstration projects in the United States have concluded that, with

appropriate planning and on-going support, students with even the most severe disabilities
6

can receive very high quality education and related services within typical neighborhood

schools among their non-disabled peers.

In addition, Mr. Burke was able to successfully address the "expert" status of the Japanese

representative by virtue of his own extensive training and experience in the area of

inclusionary education. Thus, in the final wording of the rule, the reference to "special

facilities" was removed, and "special education" was substituted in its place. 

The overall position of the United States Delegation in advancing the Standard Rules

amendments (and the U.S. Resolution as well) was that these documents were aimed at

setting ambitious, yet attainable goals, not the glorification of current practice. Our

delegation admitted that the situation is not perfect in the United States either. This

forward-looking and honest approach was well received by all Member States during

negotiations.

In this regard, the third major outcome achieved by the U.S. Delegation in the

advancement of positive policies and practices in supporting people with disabilities to be

valued and productive members of their local communities was found in the many

expressions of support, encouragement, and respect offered by other Member States

regarding the positive and proactive approach being offered by the United States

Delegation. Delegates from many Member States and Organizations made a point to

express their satisfaction with the positions of the Delegation on issues concern people with

disabilities, indicating they were pleased that "a fresh wind" appeared to be coming from

the United States on these issues. This improvement of the image of the United States on

matters pertaining to international social development was an important outcome of the

work of the United States Delegation in Vienna and should serve the United States well as

preparations are made for the World Summit on Social Development scheduled for 1995.

CONCLUSION

Significant progress was achieved by the United States Delegation to the Thirty-Third

Session of the United Nations Commission for Social Development in advancing more

responsive and effective policies and programs for persons with disabilities throughout the

world.

Through successful negotiations by Messrs. Gannon and Burke, the U.S. Delegation was

able to gain passage of what the Delegation believes to be the first-ever United States

Resolution on disability issues before the United Nations. It further amended the draft

United Nations Standard Rules on the Equalization of Opportunities for Disabled Persons to
7

create further opportunities for people with disabilities to become valued and contributing

members of their local communities, and created a much more positive image of the United

States on matters pertaining to international social development.

The U.S. Delegation is grateful to the President for the opportunity to be of service to our

country in this important area and is eager to continue to represent the Administration in

creating opportunities for persons with disabilities to achieve integration, productivity, and

independence both here and abroad.
8

APPENDIX A

Resolution of the United States of America: 

The Positive and Full Inclusion of Persons with Disabilities 

in All Aspects of Society and the Leadership Role of

the United Nations Therein
9

FINAL VERSION: ADOPTED 17 FEBRUARY 1993 10:30 AM

(Unofficial Copy)

UNITED NATIONS ECONOMIC AND SOCIAL COUNCIL

DISTRIBUTION: E/CN.5/1993/L.7 ORIGINAL:

Limited 12 February 1993 English __________________________________________________________

COMMISSION FOR SOCIAL DEVELOPMENT

Thirty-third session

Vienna, 8-17 February 1993

Agenda item 4

MONITORING OF INTERNATIONAL PLANS AND PROGRAMMES OF

ACTION

UNITED STATES OF AMERICA: DRAFT RESOLUTION

CO-SPONSORS: AUSTRALIA, CAMEROON, CANADA, 

DOMINICAN REPUBLIC, GHANA, GUINEA, 

SUDAN, SWEDEN, ZIMBABWE

The Commission for Social Development recommends to the Economic and

Social Council to transmit the following draft resolution to the General Assembly for

adoption at its forty-eighth session:

"The positive and full inclusion of persons with disabilities in all aspects of society

and the leadership role of the United Nations therein

"The General Assembly,

 "Mindful of the pledge made by States, under the Charter of the United Nations, to

take action jointly and separately, in cooperation with the United Nations, in order to
10

promote higher standards of living, full employment, and conditions of economic and social

progress and development,

"Reaffirming the commitment to human rights and fundamental freedoms, social

justice and the dignity and worth of the human person proclaimed in the Charter;

"Recalling in particular the international standards of human rights laid down in

the Universal Declaration of Human Rights, 1/

"Noting that the rights proclaimed in those instruments should be ensured equally

to all individuals without discrimination,

"Recalling the provisions safeguarding the rights of women with disabilities in the

Convention on the Elimination of All Forms of Discrimination against Women, 2/

"Having regard to the Declaration on the Rights of Disabled Persons, 3/ the

Declaration on the Rights of Mentally Retarded Persons, 4/ the Declaration on Social

Progress and Development, 5/ the Principles for the Protection of Persons with Mental

Illness and for the Improvement of Mental Health Care 6/ and other relevant instruments

adopted by the General Assembly,

"Also having regard to the relevant conventions and recommendations adopted by

the International Labour Organization, with particular reference to participation in

employment without discrimination for persons with disabilities,

"Mindful of the relevant recommendations and work of the United Nations

Educational, Scientific and Cultural Organization, in particular the Declaration on

Education for All, 7/ and of the work of the World Health Organization, the United Nations

Children’s Fund and other concerned organizations,

"Recognizing that the World Programme of Action Concerning Disabled Persons,

adopted by the General Assembly in its resolution 37/52 of 3 December 1982, and the

definition therein of "equalization of opportunities" reflect the determination of the

international community to ensure that the various international instruments and 

__________

1/ Resolution 217A (III) of 10 December 1948.

2/ Resolution 34/180 of 18 December 1979.

3/ Resolution 3447 (XXX) of 9 December 1975.

4/ Resolution 2856 (XXVI) of 20 December 1971.

5/ Resolution 2542 (XXIV) of 11 December 1969.
11

6/ Resolution 46/119, annex, of 17 December 1991.

7/ Final Report of the World Conference on Education for All: Meeting 

Basic Learning Needs, Jomtien, Thailand, 5-9 March 1990, Inter-Agency 

Commission (UNDP, UNESCO, UNICEF, World Bank) for the World 

Conference on Education for All, New York, 1990, appendix 1.

recommendations will be put to practical, concrete and effective use in improving the

quality of life of people with disabilities and their families and communities,

"Acknowledging that the objective of the United Nations Decade of Disabled

Persons 1983-1992 as a means to implement the World Programme of Action is still valid

and requires urgent and continued action,

"Recalling that the World Programme of Action is based on concepts which are

equally valid in developed and developing countries,

"Convinced that intensified efforts are needed to achieve the full and equal

enjoyment of human rights and full participation and inclusion in society of persons with

disabilities,

"Recognizing that persons with disabilities, their families and representatives, and

organizations concerned with the needs of persons with disabilities must be active partners

with States in the planning and implementation of all measures affecting their civil,

political, economic, social and cultural rights,

"Recalling Economic and Social Council resolution 1990/26 of 24 May 1990 and

reaffirming the detailed enumeration in the World Programme of Action of specific

measures required for the attainment of full equality by persons with disabilities,

"Reaffirming the commitment of the Commission for Social Development to the

provisions and rules set out in the on-going process of elaborating standard rules on the

equalization of opportunities for persons with disabilities,

"Recognizing the essential role of the United Nations and the Commission for Social

Development in providing leadership and positive guidance to encourage world-wide

change by equalizing opportunities, promoting independence, and ensuring the full

inclusion and participation in society of all persons with disabilities,

"Seeking to ensure effective implementation of action to promote the positive and

full inclusion of persons with disabilities in all aspects of society and to affirm the
12

leadership role of the United Nations therein, the United Nations Commission on Social

Development,

"1. Calls upon the Secretary General to maintain the integrity and the identity of

programmes relating to disabled persons, including the United Nations Voluntary Fund on

Disability, in order to promote the equalization of opportunities and full societal inclusion

of people with disabilities;

"2. Urges the Secretary-General to strengthen, through re-deployment of resources,

the programme on disabled persons in order to enable it: 

(a) To represent the needs of persons with disabilities and their families and

communities throughout the UN system; 

(b) To ensure effective coordination and streamlining of efforts to respond to the

needs of persons with disabilities (through policy formulation, advocacy and liaison) among

all bodies within the United Nations system, particularly the International Labour

Organization, the World Health Organization, the United Nations Educational, Scientific

and Cultural Organization, the United Nations Development Programme and the United

Nations Children’s Fund; 

(c) To promote equal opportunities and full participation of people with disabilities

and their families and representatives within the United Nations system itself; 

(d) In cooperation with Member States, bodies within the United Nations system,

non-governmental organizations and other appropriate agencies, to extend technical

assistance and disseminate information in order to enhance the capacity of Member States

to develop, implement and evaluate their efforts to equalize opportunities and provide for

the full societal inclusion of persons with disabilities;

"3. Requests the Secretary-General to report biennially to the General Assembly on

the progress of efforts to ensure the equalization of opportunities and full inclusion of

people with disabilities within the various bodies of the United Nations system;

"4. Requests the Secretary-General to consider, in view of the importance of

ensuring that the needs of people with disabilities and their families and communities are

represented in an equitable manner, strengthening and upgrading the status of the

Disabled Persons Unit through re-deployment of resources;

"5. Reaffirms that the issues of equalization of opportunities and full societal

inclusion for persons with disabilities will be an important part of the preparatory process

and final agenda of the World Summit for Social Development to be held in 1995;
13

"6. Reaffirms the commitment of the Commission on Social Development to

ensuring that the needs of persons with disabilities and their families, and communities

continue to be addressed in all of its work."
14

APPENDIX B

UN Standard Rules on the Equalization of Opportunities

For Disabled Persons

Amendments Proposed by the Delegation of

the United States of America

UN Commission for Social Development

Vienna

8 - 17 February, 1993
15

Current Text

I. PRECONDITIONS FOR EQUAL

PARTICIPATION

1. AWARENESS RAISING

States should take action to

raise awareness in society

about persons with

disabilities, their rights,

their needs, their potential,

and their contribution.

45. States should ensure that

responsible authorities

distribute up-to-date

information about available

programmes and services to

persons with disabilities,

their families, professionals

in this field and the general

public. Information to persons

with disabilities should be

presented in accessible forms.

46. States should initiate and

support information campaigns

concerning persons with

disabilities and disability

policies, conveying the message

that persons with disabilities

are citizens with the same

rights and obligations as

others, thus justifying

measures to remove all

obstacles to full

participation.

47. States should encourage

the portrayal of persons with

disabilities by the mass media

in a positive way;

organizations of persons with

disabilities should be

consulted on this matter.

Amended Text as Proposed by the

Delegation of the U.S.A.

[] = delete

Bold = add

I. PRECONDITIONS FOR EQUAL

PARTICIPATION

1. AWARENESS RAISING

States should take action to

raise awareness in society

about persons with

disabilities, their rights,

their needs, their potential,

and their contribution.

45. States should ensure that

responsible authorities

distribute up-to-date

information about available

programmes and services to

persons with disabilities,

their families, professionals

in this field and the general

public. Information to persons

with disabilities should be

presented in accessible forms.

46. States should initiate and

support information campaigns

concerning persons with

disabilities and disability

policies, conveying the message

that persons with disabilities

are citizens with the same

rights and obligations as

others, thus justifying

measures to remove all

obstacles to full

participation.

47. States should encourage

the portrayal of persons with

disabilities by the mass media

in a positive way;

organizations of persons with

disabilities should be

consulted on this matter.
16

48. States should ensure that

public education programmes

reflect in all their aspects

the principle of full

participation and equality.

49. Persons with disabilities

and their families and

organizations should be invited

to participate in public

education programmes concerning

disability matters.

50. States should encourage

enterprises in the private

sector to include disability

issues in all aspects of their

activity.

51. States should initiate and

promote programmes aimed at

raising the level of awareness

of persons with disabilities

concerning their rights and

potential. Increased selfreliance and empowerment will

assist persons with

disabilities to take advantage

of the opportunities available

to them.

52. Awareness-raising should

be an important part of the

education of children with

disabilities and in

rehabilitation programmes.

Persons with disabilities could

also assist each other in

awareness-raising through the

activities of their own

organizations.

53. Awareness-raising should

be part of the education of all

children and should be a

component of teacher training

courses and training of all

professionals.

48. States should ensure that

public education programmes

reflect in all their aspects

the principle of full

participation and equality.

49. Persons with disabilities

and their families and

organizations should be invited

to participate in public

education programmes concerning

disability matters.

50. States should encourage

enterprises in the private

sector to include disability

issues in all aspects of their

activity.

51. States should initiate and

promote programmes aimed at

raising the level of awareness

of persons with disabilities

concerning their rights and

potential. Increased selfreliance and empowerment will

assist persons with

disabilities to take advantage

of the opportunities available

to them.

52. Awareness-raising should

be an important part of the

education of children with

disabilities and in

rehabilitation programmes.

Persons with disabilities could

also assist each other in

awareness-raising through the

activities of their own

organizations.

53. Awareness-raising should

be part of the education of all

children and should be a

component of teacher training

courses and training of all

professionals.
17

2. MEDICAL CARE

States should ensure the

provision of effective medical

care to persons with

disabilities.

54. States should work towards

the provision of programmes run

by multi-disciplinary teams of

professionals for early

detection, assessment and

treatment of impairment. This

could prevent, reduce or

eliminate disabling effects.

Such programmes should ensure

full participation of persons

with disabilities and their

families at the individual

level, and of organization of

persons with disabilities at

the planning and evaluation

level.

55. Local community workers

should be trained to

participate in areas such as

early detection of impairments,

the provision of primary

assistance, and referral to

appropriate facilities.

56. States should ensure that

persons with disabilities are

provided with the same level of

medical care within the same

system as other members of

society.

57. States should ensure that

all medical and paramedical

personnel are adequately

trained and equipped to give

medical care to persons with

disabilities and that they have

access to relevant treatment

methods and technology.

2. MEDICAL CARE

States should ensure the 

provision of effective medical

care to persons with

disabilities.

54. States should work towards

the provision of programmes run

by multi-disciplinary teams of

professionals for early

detection, assessment and

treatment of impairment. This

could prevent, reduce or

eliminate disabling effects.

Such programmes should ensure

full participation of persons

with disabilities and their

families at the individual

level, and of organization of

persons with disabilities at

the planning and evaluation

level.

55. Local community workers

should be trained to

participate in areas such as

early detection of impairments,

the provision of primary

assistance, and referral to

appropriate [] services.

56. States should ensure that

persons with disabilities,

particularly infants and

children, are provided with the

same level of medical care

within the same system as other

members of society.

57. States should ensure that

all medical and paramedical

personnel are adequately

trained and equipped to give

medical care to persons with

disabilities and that they have

access to relevant treatment

methods and technology.
18

58. States should ensure that

medical, paramedical and

related personnel are

adequately trained so that they

do not give inappropriate

advice to parents, thus

restricting options for their

children. This training should

be an ongoing process, and

should be based on the latest

information available.

59. States should ensure that

persons with disabilities are

provided with the regular

treatment and medicines they

may need to preserve or improve

their level of functioning.

3. REHABILITATION *

States should ensure the

provision of rehabilitation

services to persons with

disabilities in order for them

to reach and sustain their

optimum level of independence

and functioning.

60. States should develop

national rehabilitation

programmes for all groups of

persons with disabilities.

Such programmes should be based

on the actual individual needs

of persons with disabilities

and on the principles of full

participation and equality.

* Rehabilitation is a

fundamental concept in

disability policy and is

58. States should ensure that

medical, paramedical and

related personnel are

adequately trained so that they

do not give inappropriate

advice to parents, thus

restricting options for their

children. This training should

be an ongoing process, and

should be based on the latest

information available.

59. States should ensure that

persons with disabilities are

provided with the regular

treatment and medicines they

may need to preserve or improve

their level of functioning.

3. REHABILITATION *

States should ensure the

provision of rehabilitation

services to persons with

disabilities in order for them

to reach and sustain their

optimum level of independence

and functioning.

60. States should develop

national rehabilitation

programmes for all groups of

persons with disabilities.

Such programmes should be based

on the actual individual needs

of persons with disabilities

and on the principles of full

participation and equality.

* Rehabilitation is a

fundamental concept in
19

defined in paragraph 20.

61. Such programmes should

include a wide range of

activities, such as basic

skills training to improve or

compensate for an affected

function, counselling of

persons with disabilities and

their families, programmes to

develop self-reliance, and

occasional services such as

assessment and guidance.

62. All persons with

disabilities, including persons

with severe and/or multiple

disabilities who require

rehabilitation, should have

access to it.

63. Persons with disabilities

and their families should be

able to participate in the

design and organization of 

rehabilitation services

concerning themselves.

64. Rehabilitation services

should, as far as possible, be

available in the local

community, where the person

with disabilities lives. For

some special training purposes,

time limited rehabilitation

courses may be organized in

residential forms, if that is

considered to be more

favourable in order to attain a

certain training objective.

65. Persons with disabilities

and their families should be

encouraged to involve

themselves in rehabilitation,

for instance as trained

teachers, instructors or

counsellors.

66. States should draw upon

disability policy and is

defined in paragraph 20.

61. Such programmes should

include a wide range of

activities, such as basic

skills training to improve or

compensate for an affected

function, counselling of

persons with disabilities and

their families, programmes to

develop self-reliance, and

occasional services such as

assessment and guidance.

62. All persons with

disabilities, including persons

with severe and/or multiple

disabilities who require

rehabilitation, should have

access to it.

63. Persons with disabilities

and their families should be

able to participate in the

design and organization of

rehabilitation services

concerning themselves.

64. Rehabilitation services

should [] be [] designed and

financed in such a manner that

they are available in the local

community, where the person

with disabilities lives. []

65. Persons with disabilities

and their families should be

encouraged to involve

themselves in rehabilitation,

for instance as trained

teachers, instructors or

counsellors.
20

the expertise of organizations

of persons with disabilities

when formulating or evaluating

rehabilitation programmes.

4. SUPPORT SERVICES

States should ensure the

development and supply of

support services including

assistive devices to persons

with disabilities to assist

them to increase their level of

independence in their daily

living and to exercise their

rights.

67. States should ensure the

provision of assistive devices

and equipment, personal

assistance and interpreter

services according to the needs

of persons with disabilities,

as important measures to

achieve the equalization of

opportunities.

68. States should support the

development, production,

distribution and servicing of

assistive devices and equipment

and the dissemination of

knowledge about them.

69. To achieve this, generally

available technical know-how

should be utilized. In States

where high technology industry

is available, it should be

fully utilized to improve the

standard and effectiveness of

assistive devices and

equipment. It is important to

stimulate the development and

production of simple and

inexpensive devices, when

possible using local material

and local production

facilities. Persons with

disabilities themselves could

66. States should draw upon

the expertise of organizations

of persons with disabilities

when formulating or evaluating

rehabilitation programmes.

4. SUPPORT SERVICES

States should ensure the

development and supply of

support services including

assistive devices to persons

with disabilities to assist

them to increase their level of

independence in their daily

living and to exercise their

rights.

67. States should ensure the

provision of assistive devices

and equipment, personal

assistance and interpreter

services according to the needs

of persons with disabilities,

as important measures to

achieve the equalization of

opportunities.

68. States should support the

development, production,

distribution and servicing of

assistive devices and equipment

and the dissemination of

knowledge about them.

69. To achieve this, generally

available technical know-how

should be utilized. In States

where high technology industry

is available, it should be

fully utilized to improve the

standard and effectiveness of

assistive devices and

equipment. It is important to

stimulate the development and

production of simple and

inexpensive devices, when

possible using local material

and local production

facilities. Persons with
21

be involved in the production

of these devices.

70. States should recognize

that all persons with

disabilities who need assistive

devices should have access to

them as appropriate, including

financial accessibility. This

may mean that assistive devices

and equipment should be

provided free of charge or at

such a low price that persons

with disabilities or their

families can afford to buy

them.

71. I n r e h a b i l i t a t i o n

programmes for the provision of

assistive devices and equipment

States should consider the

special requirements of girls

and boys with disabilities

concerning the design,

durability and ageappropriateness of assistive

devices and equipment.

72. States should support the

development and provision of

personal assistance programmes

and interpretation services

especially for persons with

severe and/or multiple

disabilities. Such programmes

would increase the level of

participation of persons with

disabilities in everyday life,

at home, at work, in school and

during leisure time activities.

73. Personal assistance

programmes should be designed

in such a way that the persons

with disabilities using the

programmes have a decisive

influence on the way in which

the programmes are delivered.

II. TARGET AREAS FOR EQUAL

disabilities themselves could

be involved in the production

of these devices.

70. States should recognize

that all persons with

disabilities who need assistive

devices should have access to

them as appropriate, including

financial accessibility. This

may mean that assistive devices

and equipment should be

provided free of charge or at

such a low price that persons

with disabilities or their

families can afford to buy

them.

71. I n r e h a b i l i t a t i o n

programmes for the provision of

assistive devices and equipment

States should consider the

special requirements of girls

and boys with disabilities

concerning the design,

durability and ageappropriateness of assistive

devices and equipment.

72. States should support the

development and provision of

personal assistance programmes

and interpretation services

especially for persons with

severe and/or multiple

disabilities. Such programmes

would increase the level of

participation of persons with

disabilities in everyday life,

at home, at work, in school and

during leisure time activities.

73. Personal assistance

programmes should be designed

in such a way that the persons

with disabilities using the

programmes have a decisive

influence on the way in which

the programmes are delivered.
22

PARTICIPATION

5. ACCESSIBILITY

States should recognize the

overall importance of

accessibility in the process of

equalization of opportunities

in all spheres of society.

(a) ACCESS TO THE PHYSICAL

ENVIRONMENT

States should introduce

programmes of action to make

the physical environment

accessible for persons with

disabilities of any kind.

74. States should initiate

measures to remove the

obstacles to participation in

the physical environment. Such

measures could be to develop

standards and norms for

accessibility to various areas

in society, for instance

concerning buildings, means of

transportation, streets and

other outdoor environments.

75. States should consider

enacting legislation to ensure

accessibility in different

areas of society, such as

housing, public buildings and

public transport services.

76. States should ensure that

architects, construction

engineers and others who are

professionally involved in the

design and construction of the

physical environment, have

access to adequate information

on disability policy measures

to achieve accessibility.

77. Accessibility requirements

should be included in the

design and construction of the

II. TARGET AREAS FOR EQUAL

PARTICIPATION

5. ACCESSIBILITY

States should recognize the

overall importance of

accessibility in the process of

equalization of opportunities

in all spheres of society.

(a) ACCESS TO THE PHYSICAL

ENVIRONMENT

States should introduce

programmes of action to make

the physical environment

accessible for persons with

disabilities of any kind.

74. States should initiate

measures to remove the

obstacles to participation in

the physical environment. Such

measures could be to develop

standards and norms for

accessibility to various areas

in society, for instance

concerning buildings, means of

transportation, streets and

other outdoor environments.

75. States should consider

enacting legislation to ensure

accessibility in different

areas of society, such as

housing, public buildings and

public transport services.

76. States should ensure that

architects, construction

engineers and others who are

professionally involved in the

design and construction of the

physical environment, have

access to adequate information

on disability policy measures

to achieve accessibility.

77. Accessibility requirements

should be included in the
23

physical environment from the

beginning of the designing

process.

78. Organizations of persons

with disabilities should be

consulted when developing

standards and norms for

accessibility. They should

also be involved locally from

the initial planning stage when

public construction projects

are being designed, thus

ensuring maximum accessibility.

(b) ACCESS TO INFORMATION AND

COMMUNICATION

States should undertake

measures to provide access to

information communication for

people with disabilities.

79. Persons with disabilities

and, where appropriate, their

families and advocates should

have access to full information

on diagnosis, rights and

available services and

programmes, at all stages.

Such information should be

presented in forms accessible

to people with disabilities.

80. States should develop

strategies to make information

services and documentation

accessible for different groups

of people with disabilities.

Braille, tape services, large

print and other appropriate

technologies should be used to

provide access to written

information and documentation

for persons with visual

impairments. Similarly,

appropriate technologies should

be used to provide access to

spoken information for persons

with auditory impairments or

design and construction of the

physical environment from the

beginning of the designing

process.

78. Organizations of persons

with disabilities should be

consulted when developing

standards and norms for

accessibility. They should

also be involved locally from

the initial planning stage when

public construction projects

are being designed, thus

ensuring maximum accessibility.

(b) ACCESS TO INFORMATION AND

COMMUNICATION

States should undertake

measures to provide access to

information communication for

people with disabilities.

79. Persons with disabilities

and, where appropriate, their

families and advocates should

have access to full information

on diagnosis, rights and

available services and

programmes, at all stages.

Such information should be

presented in forms accessible

to people with disabilities.

80. States should develop

strategies to make information

services and documentation

accessible for different groups

of people with disabilities.

Braille, tape services, large

print and other appropriate

technologies should be used to

provide access to written

information and documentation

for persons with visual

impairments. Similarly,

appropriate technologies should

be used to provide access to

spoken information for persons
24

comprehension difficulties.

81. Consideration should be

given to the use of sign

language in the first instance

in the education of deaf

children, in their families and

communities. Sign language

interpretation services should

also be provided to facilitate

the communication between deaf

persons and others.

82. Consideration should also

be given to the needs of people

with other communication

disabilities.

83. States should encourage

media, especially television,

radio and newspapers, to make

their services accessible.

84. States should ensure that

new computerized information

and service systems offered to

the general public are either

made initially accessible or

are adapted to be made

accessible to persons with

disabilities.

85. Organizations of persons

with disabilities should be

consulted when developing

measures to make information

services accessible.

6. EDUCATION

States should recognize the

principle of equal primary,

secondary and tertiary

educational opportunities for

children, youth and adults with

disabilities, in integrated

settings. They should ensure

that the education of persons

with disabilities is an

integral part of the

with auditory impairments or

comprehension difficulties.

81. Consideration should be

given to the use of sign

language in the first instance

in the education of deaf

children, in their families and

communities. Sign language

interpretation services should

also be provided to facilitate

the communication between deaf

persons and others.

82. Consideration should also

be given to the needs of people

with other communication

disabilities.

83. States should encourage

media, especially television,

radio and newspapers, to make

their services accessible.

84. States should ensure that

new computerized information

and service systems offered to

the general public are either

made initially accessible or

are adapted to be made

accessible to persons with

disabilities.

85. Organizations of persons

with disabilities should be

consulted when developing

measures to make information

services accessible.

6. EDUCATION

States should recognize the

principle of equal primary,

secondary and tertiary

educational opportunities for

children, youth and adults with

disabilities, in integrated

settings. They should ensure

that the education of persons

with disabilities is an
25

educational system.

86. General educational

authorities are responsible for

the education of persons with

disabilities in integrated

settings. Education for

persons with disabilities

should form an integral part of

national educational planning,

curriculum development and

school organization.

87. Education in mainstream

schools pre-supposes the

provision of interpreter and

other appropriate support

services. Adequate

accessibility and support

services, designed to meet the

needs of persons with different

disabilities, should be

provided.

88. Parent groups and

organizations of persons with

disabilities should be involved

in the education process at all

levels.

89. In States where education

is compulsory it should be

provided to girls and boys with

all kinds and all levels of

disabilities, including the

most severe.

90. Special attention should

be given to the following

areas:

- very young children

with disabilities;

- pre-school children

with disabilities;

- adults with

disabilities,

particularly women.

91. To accommodate educational

provisions for persons with

disabilities in the mainstream,

integral part of the

educational system.

86. General educational

authorities are responsible for

the education of persons with

disabilities in integrated

settings. Education for

persons with disabilities

should form an integral part of

national educational planning,

curriculum development and

school organization.

87. Education in mainstream

schools pre-supposes the

provision of interpreter and

other appropriate support

services. Adequate

accessibility and support

services, designed to meet the

needs of persons with different

disabilities, should be

provided.

88. Parent groups and

organizations of persons with

disabilities should be involved

in the education process at all

levels.

89. In States where education

is compulsory it should be

provided to girls and boys with

all kinds and all levels of

disabilities, including the

most severe.

90. Special attention should

be given to the following

areas:

- very young children

with disabilities;

- pre-school children

with disabilities;

- adults with

disabilities,

particularly women.

91. To accommodate educational

provisions for persons with
26

States should:

- have a clearly

stated policy,

understood and

accepted at the

school level and by

the wider community;

- allow for curriculum

flexibility,

addition and

adaptation;

- provide for quality

materials, ongoing

teacher training and

support teachers.

92. Integrated education and

community-based programmes

should be seen as complementary

approaches in providing costeffective education and

training for persons with

disabilities. National

community-based programmes

should encourage communities to

use and develop their resources

to provide local education to

persons with disabilities.

93. If, for some reason, the

facilities of the general

school system are inadequate

for those with severe or

multiple disabilities,

schooling for such persons

should then be provided for an

appropriate period of time in

special facilities. The

quality of theses special

facilities should be equal to

those of the general school

system and closely linked to

it.

disabilities in the mainstream,

States should:

- have a clearly

stated policy,

understood and

accepted at the

school level and by

the wider community;

- allow for curriculum

flexibility,

addition and

adaptation;

- provide for quality

materials, ongoing

teacher training and

support teachers.

92. Integrated education and

community-based programmes

should be seen as complementary

approaches in providing costeffective education and

training for persons with

disabilities. National

community-based programmes

should encourage communities to

use and develop their resources

to provide local education to

persons with disabilities.

93. [] In situations where no,

or very limited, educational

services exist tailored to the

needs of students with

disabilities, local education

officials should enlist the

assistance of parents and (when

appropriate) students

themselves in developing

solutions that result in the

development of services within

the context of the general

school system. At a minimum,

students with disabilities

should be afforded the same

portion of local educational

resources as their non-disabled

peers. In situations where

students with disabilities have

traditionally been placed

outside of their local school
27

94. Special schools should

have an outward looking

approach. They should provide

resource support to other

schools, parents and community

programmes, and take on

advisory, training and

information dissemination

roles.

95. Due to the particular

communication needs of deaf and

deaf/blind persons, their

education may be more suitably

provided in schools for such

persons or special classes and

units in mainstream schools.

7. EMPLOYMENT

States should recognize the

principle that persons with

disabilities must be empowered

to exercise their human rights

particularly in the field of

employment. Both in rural and

urban areas they must have

equal opportunities for

productive and gainful

employment in the labour

market.

96. Laws and regulations in

the employment field must not

discriminate against persons

with disabilities and must not

raise obstacles to their

employment.

districts, planning should take

place which involves the

eventual transfer of resources

back to the local community.

Resources should be diverted

from the support of separate

facilities to the hiring and

retention of qualified staff

(including itinerant

specialists) in order to

support students in the general

school system.

[Paragraphs 94 & 95 deleted]

7. EMPLOYMENT

States should recognize the

principle that persons with

disabilities must be empowered

to exercise their human rights

particularly in the field of

employment. Both in rural and

urban areas they must have

equal opportunities for

productive and gainful

employment in the labour

market.

96. Laws and regulations in

the employment field must not

discriminate against persons

with disabilities and must not

raise obstacles to their
28

97. States should actively

support the integration of

persons with disabilities into

open employment. This active

support could occur through a

variety of measures, such as

vocational training, incentiveoriented quota schemes,

reserved or designated

employment, loans or grants for

small business, exclusive

contracts or priority

production rights, tax

concessions, contract

compliance or other technical

or financial assistance to

enterprises employing workers

with disabilities. States

should encourage employers to

make reasonable adjustments to

accommodate persons with

disabilities.

98. States’ action

programmes should

include:

- Measures to design

and adapt work

places and work

premises in such a

way that they become

accessible for

persons with

different

disabilities;

- Support for the use

of new technologies

and the development

and production of

assistive devices,

tools and equipment

and measures to

facilitate access to

such devices and

equipment for

persons with

disabilities, to

enable them to gain

and maintain

employment.

97. States should actively

support the integration of

persons with disabilities into

open employment. This active

support could occur through a

variety of measures, such as

vocational training, incentiveoriented quota schemes,

reserved or designated

employment, loans or grants for

small business, exclusive

contracts or priority

production rights, tax

concessions, contract

compliance or other technical

or financial assistance to

enterprises employing workers

with disabilities. States

should encourage employers to

make reasonable adjustments to

accommodate persons with

disabilities.

98. States’ action

programmes should

include:

- Measures to design

and adapt work

places and work

premises in such a

way that they become

accessible for

persons with

different

disabilities;

- Support for the use

of new technologies

and the development

and production of

assistive devices,

tools and equipment

and measures to

facilitate access to

such devices and

equipment for

persons with

disabilities, to
29

employment; and

- Provision of

appropriate training

and placement and

ongoing support such

as personal

assistance and

interpreter

services.

99. States should support

public awareness raising

campaigns designed to overcome

negative attitudes and

prejudices concerning workers

with disabilities.

100. In their capacity as

employers States should create

favourable conditions for the

employment of persons with

disabilities in the public

sector.

101. States, workers’

organizations and employers

should cooperate to ensure

equitable recruitment and

promotion policies, employment

conditions, rates of pay,

measures to improve the work

environment in order to prevent

injuries and impairments, and

measures for the rehabilitation

of employees who have sustained

employment related injuries.

102. States should make

sheltered employment available

for persons with disabilities,

whose needs cannot yet be met

in open employment. However,

the aim should always be for

persons with disabilities to

obtain employment in the open

labour market.

enable them to gain

and maintain

employment; and

- Provision of

appropriate training

and placement and

ongoing support such

as personal

assistance and

interpreter

services.

99. States should support

public awareness raising

campaigns designed to overcome

negative attitudes and

prejudices concerning workers

with disabilities.

100. In their capacity as

employers States should create

favourable conditions for the

employment of persons with

disabilities in the public

sector.

101. States, workers’

organizations and employers

should cooperate to ensure

equitable recruitment and

promotion policies, employment

conditions, rates of pay,

measures to improve the work

environment in order to prevent

injuries and impairments, and

measures for the rehabilitation

of employees who have sustained

employment related injuries.

102. States should [] recognize

that meaningful employment is

central to a person’s identity

(and often, survival) as an

adult. As such, the needs of

persons with disabilities who

are not employed should be

defined primarily as employment

needs and not necessarily as

needs for more training. In

situations where adults with
30

103. Measures should be taken

to include persons with

disabilities in training and

employment programmes in the

private and informal sectors.

104. S tates, workers’

organizations and employers

should cooperate with

organizations of persons with

disabilities concerning all

measures to create training and

employment opportunities

including flexible hours, parttime work, job-sharing, selfemployment and attendant care

for persons with disabilities.

8. INCOME MAINTENANCE AND

SOCIAL SECURITY

States are responsible for the

provision of social security

and income maintenance for

persons with disabilities.

105. States should ensure the

provision of adequate income

support to persons with

disabilities who, due to

disability or disabilityrelated factors, have

temporarily lost or received a

reduction in their income, have

been denied employment

opportunities or have such a

severe level of disability that

they have no or limited income

earning ability. States should

ensure that the provision of

support takes into account the

costs frequently incurred by

persons with disabilities and

disabilities need employment

but lack appropriate supports,

creativity should be exercised

in the use of volunteers,

potential co-workers, etc. in

order to assist the person at

work. The aim should always be

for persons with disabilities

to obtain employment in the

open labour market.

103. Measures should be taken

to include persons with

disabilities in training and

employment programmes in the

private and informal sectors.

104. States, workers’

organizations and employers

should cooperate with

organizations of persons with

disabilities concerning all

measures to create training and

employment opportunities

including flexible hours, parttime work, job-sharing, selfemployment and attendant care

for persons with disabilities.

8. INCOME MAINTENANCE AND

SOCIAL SECURITY

States are responsible for the

provision of social security

and income maintenance for

persons with disabilities.

105. States should ensure the

provision of adequate income

support to persons with

disabilities who, due to

disability or disabilityrelated factors, have

temporarily lost or received a

reduction in their income or

have been denied employment

opportunities. [] States

should ensure that the

provision of support takes into

account the costs frequently

incurred by persons with
31

their families as a result of

the disability.

106. In countries where social

security, social insurance or

other social welfare schemes

exist or are being developed

for the general population,

States should ensure that such

systems do not exclude or

discriminate against persons

with disabilities.

107. States should also ensure

the provision of income support

to individuals who undertake

the care of a person with a

disability.

108. Social security systems

should include incentives to

restore the income earning

capacity of persons with

disabilities. Such systems

should provide or contribute to

the organization, development

and financing of vocational

training. They should also

assist with placement services.

109. Social security programmes

should also provide incentives

for persons with disabilities

to seek employment in order to

establish or re-establish their

income earning capacity.

110. Income support should be

maintained as long as the

disabling conditions remain in

such a manner which does not

discourage persons with

disabilities to seek

employment. They should only

be reduced or terminated when

persons with disabilities

achieve adequate and secure

income.

111. States, in countries where

social security to a large

disabilities and their families

as a result of the disability.

106. In countries where social

security, social insurance or

other social welfare schemes

exist or are being developed

for the general population,

States should ensure that such

systems do not exclude or

discriminate against persons

with disabilities.

107. States should also ensure

the provision of income support

to individuals who undertake

the care of a person with a

disability.

108. Social security systems

should include incentives to

restore the income earning

capacity of persons with

disabilities. Such systems

should provide or contribute to

the organization, development

and financing of vocational

training. They should also

assist with placement services.

109. Social security programmes

should also provide incentives

for persons with disabilities

to seek employment in order to

establish or re-establish their

income earning capacity.

110. Income support should be

maintained as long as the

disabling conditions remain in

such a manner which does not

discourage persons with

disabilities to seek

employment. They should only

be reduced or terminated when

persons with disabilities

achieve adequate and secure
32

extent is provided through the

private sector, should

encourage local communities,

welfare organizations and

families to develop self-help

measures and incentives for

employment or employmentrelated activities for persons

with disabilities.

9. FAMILY LIFE AND PERSONAL

INTEGRITY

States should promote the full

participation of persons with

disabilities in family life.

They will promote their right

to personal integrity, and

ensure that laws do not

discriminate against persons

with disabilities with respect

to sexual relationships,

marriage and parenthood.

112. Persons with disabilities

should be enabled to live with

their families. States should

encourage the inclusion in

family counselling of

appropriate modules regarding

disability and its effects on

family life. Respite care and

attendant care services should

be made available to families

which include a person with

disabilities. States should

remove all unnecessary

obstacles to persons who want

to foster or adopt a child or

adult with disabilities.

113. Persons with disabilities

must not be denied the

opportunity to experience their

sexuality, have sexual

income.

111. States, in countries where

social security to a large

extent is provided through the

private sector, should

encourage local communities,

welfare organizations and

families to develop self-help

measures and incentives for

employment or employmentrelated activities for persons

with disabilities.

9. FAMILY LIFE AND PERSONAL

INTEGRITY

States should promote the full

participation of persons with

disabilities in family life.

They will promote their right

to personal integrity, and

ensure that laws do not

discriminate against persons

with disabilities with respect

to sexual relationships,

marriage and parenthood.

112. Persons with disabilities

should be enabled to live with

their families. States should

encourage the inclusion in

family counselling of

appropriate modules regarding

disability and its effects on

family life. Respite care and

attendant care services should

be made available to families

which include a person with

disabilities. States should

remove all unnecessary

obstacles to persons who want

to foster or adopt a child or

adult with disabilities.
33

relationships and experience

parenthood. Taking into

account that persons with

disabilities may experience

difficulties in getting married

and setting up a family, States

should encourage the

availability of appropriate

counselling. Persons with

disabilities must have the same

access as others to family

planning methods, as well as to

information in accessible forms

about the sexual functioning of

their bodies.

114. States should promote

measures to change negative

attitudes about marriage,

sexuality and parenthood of

people with disabilities,

especially of girls and women

with disabilities, which still

prevail in society. The media

should be encouraged to play an

important role in removing such

negative attitudes.

115. Persons with disabilities

and their families need to be

fully informed on taking

precautions against sexual and

other forms of abuse. Persons

with disabilities are

particularly vulnerable to

abuse in the family, community

or in institutions and need to

be educated in how to avoid the

occurrence of abuse, recognize

when abuse has occurred and

report on such acts.

10. CULTURE

States will ensure that persons

with disabilities are

integrated into and can

participate on an equal basis

in cultural activities.

113. Persons with disabilities

must not be denied the

opportunity to experience their

sexuality, have sexual

relationships and experience

parenthood. Taking into

account that persons with

disabilities may experience

difficulties in getting married

and setting up a family, States

should encourage the

availability of appropriate

counselling. Persons with

disabilities must have the same

access as others to family

planning methods, as well as to

information in accessible forms

about the sexual functioning of

their bodies.

114. States should promote

measures to change negative

attitudes about marriage,

sexuality and parenthood of

people with disabilities,

especially of girls and women

with disabilities, which still

prevail in society. The media

should be encouraged to play an

important role in removing such

negative attitudes.

115. Persons with disabilities

and their families need to be

fully informed on taking

precautions against sexual and

other forms of abuse. Persons

with disabilities may be []

particularly vulnerable to

abuse [] and need to be

educated in how to avoid the

occurrence of abuse, recognize

when abuse has occurred and

report on such acts.

10. CULTURE

States will ensure that persons

with disabilities are
34

116. States should ensure that

persons with disabilities have

the opportunity to utilize

their creative, artistic and

intellectual potential, not

only for their own benefit, but

also for the enrichment of

their community, be they in

urban or rural areas. Examples

of such activities are dance,

music, literature, theatre,

plastic arts, painting and

sculpture. Particularly in

developing countries emphasis

should be placed on traditional

and contemporary art forms,

such as puppetry, recitation

and story-telling.

117. States should promote the

accessibility and availability

by persons with disabilities of

places for cultural

performances and services, such

as theatres, museums, cinemas

and libraries.

118. States should initiate the

development and use of special

technical arrangements to make

literature, films and theatre

accessible to persons with

disabilities.

11. RECREATION AND SPORTS

States will take measures to

ensure that persons with

disabilities have equal

opportunities for recreation

and sports.

119. States should initiate

measures to make places for

recreation and sports, hotels,

beaches, sport arenas, gym

halls, etc., accessible to

persons with disabilities.

These measures should encompass

support for staff in recreation

integrated into and can

participate on an equal basis

in cultural activities.

116. States should ensure that

persons with disabilities have

the opportunity to utilize

their creative, artistic and

intellectual potential, not

only for their own benefit, but

also for the enrichment of

their community, be they in

urban or rural areas. Examples

of such activities are dance,

music, literature, theatre,

plastic arts, painting and

sculpture. Particularly in

developing countries emphasis

should be placed on traditional

and contemporary art forms,

such as puppetry, recitation

and story-telling.

117. States should promote the

accessibility and availability

by persons with disabilities of

places for cultural

performances and services, such

as theatres, museums, cinemas

and libraries.

118. States should initiate the

development and use of special

technical arrangements to make

literature, films and theatre

accessible to persons with

disabilities.

11. RECREATION AND SPORTS

States will take measures to

ensure that persons with

disabilities have equal

opportunities for recreation

and sports.

119. States should initiate

measures to make places for

recreation and sports, hotels,

beaches, sport arenas, gym
35

and sports programmes,

including projects to develop

methods of accessibility, and

participation, information and

training programmes.

120. Tourist authorities,

travel agencies, hotels,

voluntary organizations and

others involved in organizing

recreational activities or

travel opportunities should

offer their services to all,

taking into account the special

needs of persons with

disabilities. Suitable

training should occur to assist

this process.

121. Sports organizations

should be encouraged to develop

opportunities for participation

by persons with disabilities in

sports activities. Sometimes,

accessibility measures could be

enough to open up opportunities

for participation. In other

cases special arrangements or

special games are needed.

States should support the

participation of persons with

disabilities in national and

international events.

122. Persons with disabilities

participating in sports

activities should have access

to instruction and training of

the same quality as other

participants.

123. Organizers of sports and

recreation should consult with

organizations of persons with

disabilities when developing

their services for persons with

disabilities.

12. RELIGION

halls, etc., accessible to

persons with disabilities.

These measures should encompass

support for staff in recreation

and sports programmes,

including projects to develop

methods of accessibility, and

participation, information and

training programmes.

120. Tourist authorities,

travel agencies, hotels,

voluntary organizations and

others involved in organizing

recreational activities or

travel opportunities should

offer their services to all,

taking into account the special

needs of persons with

disabilities. Suitable

training should occur to assist

this process.

121. Sports organizations

should be encouraged to develop

opportunities for participation

by persons with disabilities in

sports activities. Sometimes,

accessibility measures could be

enough to open up opportunities

for participation. In other

cases special arrangements or

special games are needed.

States should support the

participation of persons with

disabilities in national and

international events.

122. Persons with disabilities

participating in sports

activities should have access

to instruction and training of

the same quality as other

participants.

123. Organizers of sports and

recreation should consult with

organizations of persons with

disabilities when developing

their services for persons with
36

States will encourage measures

for equal participation by

person with disabilities in the

religious life of their

communities.

124. States should encourage,

in consultation with religious

authorities, measures to

eliminate discrimination and

make religious activities

accessible to persons with

disabilities.

125. States should encourage

information on disability

matters to be distributed to

religious institutions and

organizations. States should

also encourage religious

authorities to include

information on disability

policies in the training for

religious professions, as well

as in religious education

programmes.

126. They should also encourage

the accessibility of religious

literature to persons with

sensory impairments.

127. States and/or religious

organizations should consult

with organizations of persons

with disabilities when

developing measures for equal

participation in religious

activities.

III. IMPLEMENTATION MEASURES

13. INFORMATION AND RESEARCH

States assume the ultimate

responsibility for the

collection and dissemination of

information about the living

conditions of persons with

disabilities and promote

comprehensive research on all

disabilities.

12. RELIGION

States will encourage measures

for equal participation by

person with disabilities in the

religious life of their

communities.

124. States should encourage,

in consultation with religious

authorities, measures to

eliminate discrimination and

make religious activities

accessible to persons with

disabilities.

125. States should encourage

information on disability

matters to be distributed to

religious institutions and

organizations. States should

also encourage religious

authorities to include

information on disability

policies in the training for

religious professions, as well

as in religious education

programmes.

126. They should also encourage

the accessibility of religious

literature to persons with

sensory impairments.

127. States and/or religious

organizations should consult

with organizations of persons

with disabilities when

developing measures for equal

participation in religious

activities.

III. IMPLEMENTATION MEASURES

13. INFORMATION AND RESEARCH

States assume the ultimate

responsibility for the

collection and dissemination of
37

aspects including obstacles

which effect the lives of

persons with disabilities.

128. States should, at regular

intervals, collect gender

specific statistics and other

information concerning the

living conditions of persons

with disabilities. Such data

collection could be conducted

in conjunction with national

censuses and household surveys

and could be undertaken in

close collaboration, inter

alia, with universities,

research institutes and

organizations of persons with

disabilities. The data

collections should include

questions on programmes and

services and their use.

129. States should consider

establishing a databank on

disability, which includes

statistics on available

services and programmes as well

as on the different groups of

persons with disabilities.

They should bear in mind the

need to protect individual

privacy and personal integrity.

130. States should initiate and

support programmes of research

on social, economic and

participation issues that

affect the lives of persons

with disabilities and their

families. Such research should

include studies on the causes,

types and frequencies of

disabilities, the availability

and efficacy of existing

programmes and the need for

development and evaluation of

services and support measures.

131. States should develop and

adopt terminology and criteria

information about the living

conditions of persons with

disabilities and promote

comprehensive research on all

aspects including obstacles

which effect the lives of

persons with disabilities.

128. States should, at regular

intervals, collect gender

specific statistics and other

information concerning the

living conditions of persons

with disabilities. Such data

collection could be conducted

in conjunction with national

censuses and household surveys

and could be undertaken in

close collaboration, inter

alia, with universities,

research institutes and

organizations of persons with

disabilities. The data

collections should include

questions on programmes and

services and their use.

129. States should consider

establishing a databank on

disability, which includes

statistics on available

services and programmes as well

as on the different groups of

persons with disabilities.

They should bear in mind the

need to protect individual

privacy and personal integrity.

130. States should initiate and

support programmes of research

on social, economic and

participation issues that

affect the lives of persons

with disabilities and their

families. Such research should

include studies on the causes,

types and frequencies of

disabilities, the availability

and efficacy of existing

programmes and the need for

development and evaluation of
38

for the conduct of national

surveys, in cooperation with

organizations of persons with

disabilities.

132. States should facilitate

the participation of persons

with disabilities in data

collection and research. To

undertake such research

Governments should particularly

encourage the recruitment of

qualified persons with

disabilities.

133. States should support the

exchange of research findings

and experiences.

134. States should take

measures to distribute

information and knowledge on

disability to all political and

administration levels within

national, regional and local

spheres.

14. POLICY-MAKING AND PLANNING

States will ensure that

disability aspects are included

in all relevant policy-making

and national planning.

135. States should initiate and

plan adequate policies for

persons with disabilities at

the national level, and

stimulate and support action at

regional and local levels.

136. States should involve

organizations of persons with

disabilities in all decisionmaking relating to plans and

programmes concerning persons

with disabilities or affecting

their economic and social

status.

services and support measures.

131. States should develop and

adopt terminology and criteria

for the conduct of national

surveys, in cooperation with

organizations of persons with

disabilities.

132. States should facilitate

the participation of persons

with disabilities in data

collection and research. To

undertake such research

Governments should particularly

encourage the recruitment of

qualified persons with

disabilities.

133. States should support the

exchange of research findings

and experiences.

134. States should take

measures to distribute

information and knowledge on

disability to all political and

administration levels within

national, regional and local

spheres.

14. POLICY-MAKING AND PLANNING

States will ensure that

disability aspects are included

in all relevant policy-making

and national planning.

135. States should initiate and

plan adequate policies for

persons with disabilities at

the national level, and

stimulate and support action at

regional and local levels.

136. States should involve

organizations of persons with

disabilities in all decisionmaking relating to plans and

programmes concerning persons
39

137. The needs and concerns of

persons with disabilities

should be incorporated into

general development plans and

not be treated separately.

138. T h e ultimate

responsibility of States for

the situation of persons with

disabilities does not relieve

others of their responsibility.

Anyone in charge of services,

activities or the provision of

information in society, should

be encouraged to accept

responsibility for making such

programmes available to persons

with disabilities.

139. States should facilitate

the development by local

communities of programmes and

measures for person with

disabilities. One way of doing

this could be to develop

manuals or check lists and

provide training programmes for

local staff.

15. LEGISLATION

States have responsibility to

create the legal bases for

measures to achieve the

objectives of full

participation and equality for

persons with disabilities.

140. National legislation,

embodying the rights and

obligations of citizens, should

include the rights and

obligations of persons with

disabilities. States are under

an obligation to enable persons

with disabilities to exercise

their rights including their

human civil and political

rights on an equal basis with

other citizens. Legislative

action may be needed to remove

with disabilities or affecting

their economic and social

status.

137. The needs and concerns of

persons with disabilities

should be incorporated into

general development plans and

not be treated separately.

138. The ultimate

responsibility of States for

the situation of persons with

disabilities does not relieve

others of their responsibility.

Anyone in charge of services,

activities or the provision of

information in society, should

be encouraged to accept

responsibility for making such

programmes available to persons

with disabilities.

139. States should facilitate

the development by local

communities of programmes and

measures for person with

disabilities. One way of doing

this could be to develop

manuals or check lists and

provide training programmes for

local staff.

15. LEGISLATION

States have responsibility to

create the legal bases for

measures to achieve the

objectives of full

participation and equality for

persons with disabilities.

140. National legislation,

embodying the rights and

obligations of citizens, should

include the rights and

obligations of persons with

disabilities. States are under

an obligation to enable persons

with disabilities to exercise

their rights including their
40

conditions which may adversely

affect the lives of persons

with disabilities, including

harassment and victimisation.

Any discriminatory provisions

against persons with

disabilities must be

eliminated. There is also a

need for special measures and

affirmative action programmes.

States must ensure that

organizations of persons with

disabilities are involved in

the development of national

legislation concerning the

rights of persons with

disabilities, as well as in the

ongoing evaluation of this

legislation.

141. National legislation

should provide for appropriate

sanctions in case of violations

of the principles of nondiscrimination. National

legislation concerning persons

with disabilities may appear in

two different forms. The

rights and obligations may be

incorporated in general

legislation, or contained in

special legislation.

142. Special legislation for

persons with disabilities may

be established in several ways:

- by enacting separate

legislation, exclusively

dealing with disability

matters;

- by including

disability matters within

legislation on particular

topics; and

- by mentioning

persons with disabilities

specifically in the texts

that serve to interpret

human civil and political

rights on an equal basis with

other citizens. Legislative

action may be needed to remove

conditions which may adversely

affect the lives of persons

with disabilities, including

harassment and victimisation.

Any discriminatory provisions

against persons with

disabilities must be

eliminated. There is also a

need for special measures and

affirmative action programmes.

States must ensure that

organizations of persons with

disabilities are involved in

the development of national

legislation concerning the

rights of persons with

disabilities, as well as in the

ongoing evaluation of this

legislation.

141. National legislation

should provide for appropriate

sanctions in case of violations

of the principles of nondiscrimination. National

legislation concerning persons

with disabilities may appear in

two different forms. The

rights and obligations may be

incorporated in general

legislation, or contained in

special legislation.

142. Special legislation for

persons with disabilities may

be established in several ways:

- by enacting separate

legislation, exclusively

dealing with disability

matters;

- by including

disability matters within

legislation on particular

topics; and
41

existing legislation.

A combination of these

different approaches might be

desirable. Affirmative action

provisions may also be

considered.

143. States may consider

establishing formal statutory

complaints mechanisms in order

to protect the interests of

persons with disabilities.

16. ECONOMIC POLICIES

States have the financial

responsibility for national

programmes and measures to

create equal opportunities for

persons with disabilities.

144. States should include

disability matters in the

regular budgets of all

national, regional and local

government bodies.

145. States, non-governmental

organizations and other

interested bodies should

interact to determine the most

effective ways to support

projects and measures relevant

to persons with disabilities.

146. States should consider the

use of economic measures

(loans, tax exemptions,

earmarked grants, special

funds, etc.) to stimulate and

support equal participation by

persons with disabilities in

society.

147. In many states it may be

advisable to establish a

disability development fund,

which could support various

pilot projects and self-help

programmes at grass-roots

- by mentioning

persons with disabilities

specifically in the texts

that serve to interpret

existing legislation.

A combination of these

different approaches might be

desirable. Affirmative action

provisions may also be

considered.

143. States may consider

establishing formal statutory

complaints mechanisms in order

to protect the interests of

persons with disabilities.

16. ECONOMIC POLICIES

States have the financial

responsibility for national

programmes and measures to

create equal opportunities for

persons with disabilities.

144. States should include

disability matters in the

regular budgets of all

national, regional and local

government bodies.

145. States, non-governmental

organizations and other

interested bodies should

interact to determine the most

effective ways to support

projects and measures relevant

to persons with disabilities.

146. States should consider the

use of economic measures

(loans, tax exemptions,

earmarked grants, special

funds, etc.) to stimulate and

support equal participation by

persons with disabilities in

society.

147. In many states it may be

advisable to establish a

disability development fund,
42

level.

17. COORDINATION OF WORK

States are responsible for the

establishment and strengthening

of national coordinating

committees, or similar bodies,

to serve as a national focal

point on disability matters.

148. The national coordinating

committee or similar bodies

should be permanent and based

on legal as well as appropriate

administrative regulation.

149. A combination of

representatives of private and

public sector organizations is

most likely to achieve an

inter-sectoral and

multidisciplinary composition.

Representatives could be drawn

from concerned government

ministries, organizations of

persons with disabilities and

non-governmental organizations.

150. Organizations of persons

with disabilities should have

considerable influence in the

national coordinating committee

in order to ensure proper

feedback of their concerns.

151. The national coordinating

committee should be provided

with administrative powers and

sufficient autonomy and

resources to fulfill its

responsibilities. It should

report to the highest

governmental level.

18. ORGANIZATIONS OF PERSONS

WITH DISABILITIES

States should recognize the

right of the organizations of

which could support various

pilot projects and self-help

programmes at grass-roots

level.

17. COORDINATION OF WORK

States are responsible for the

establishment and strengthening

of national coordinating

committees, or similar bodies,

to serve as a national focal

point on disability matters.

148. The national coordinating

committee or similar bodies

should be permanent and based

on legal as well as appropriate

administrative regulation.

149. A combination of

representatives of private and

public sector organizations is

most likely to achieve an

inter-sectoral and

multidisciplinary composition.

Representatives could be drawn

from concerned government

ministries, organizations of

persons with disabilities and

non-governmental organizations.

150. Organizations of persons

with disabilities should have

considerable influence in the

national coordinating committee

in order to ensure proper

feedback of their concerns.

151. The national coordinating

committee should be provided

with administrative powers and

sufficient autonomy and

resources to fulfill its

responsibilities. It should

report to the highest

governmental level.
43

persons with disabilities at

national, regional and local

levels. States should also

recognize the advisory role of

organizations of persons with

disabilities in decision-making

on disability matters.

152. States should encourage

and support economically and in

other ways the formation and

strengthening of organizations

of persons with disabilities,

family members and/or

advocates. States should

recognize that these

organizations have a role to

play in the development of

disability policy.

153. States should establish

ongoing communication with

organizations of persons with

disabilities and ensure their

participation in the

development of government

policies.

154. The role of organizations

of persons with disabilities

could be to identify needs and

priorities, to participate in

the planning, implementation

and evaluation of services and

measures concerning the lives

of persons with disabilities,

and to contribute to public

awareness and to advocate

change.

155. As instruments of selfhelp, organizations of persons

with disabilities provide and

promote opportunities for the

development of skills in

various fields, mutual support

among members and information

sharing.

18. ORGANIZATIONS OF PERSONS

WITH DISABILITIES

States should recognize the

right of the organizations of

persons with disabilities at

national, regional and local

levels. States should also

recognize the advisory role of

organizations of persons with

disabilities in decision-making

on disability matters.

152. States should encourage

and support economically and in

other ways the formation and

strengthening of organizations

of persons with disabilities,

family members and/or

advocates. States should

recognize that these

organizations have a role to

play in the development of

disability policy.

153. States should establish

ongoing communication with

organizations of persons with

disabilities and ensure their

participation in the

development of government

policies.

154. The role of organizations

of persons with disabilities

could be to identify needs and

priorities, to participate in

the planning, implementation

and evaluation of services and

measures concerning the lives

of persons with disabilities,

and to contribute to public

awareness and to advocate

change.

155. As instruments of selfhelp, organizations of persons

with disabilities provide and

promote opportunities for the
44

156. Organizations of persons

with disabilities could perform

their advisory role in many

different ways such as having

permanent representation on

boards of government-funded

agencies, serving on public

commissions, and providing

expert knowledge on different

projects.

157. The advisory role of

organizations of persons with

disabilities should be ongoing

in order to develop and deepen

the exchange of views and

information between the state

and the organizations.

158. Organizations should be

permanently represented on the

national coordinating committee

or similar bodies.

159. The role of local

organizations of persons with

disabilities should be

developed and strengthened to

ensure that they influence

matters at the community level.

19. PERSONNEL TRAINING

States are responsible for

ensuring the adequate training

of personnel, at all levels,

involved in the planning and

provision of programmes and

services concerning persons

with disabilities.

160. States should ensure that

all authorities providing

services in the disability

field give adequate training to

their personnel.

161. In the training of

professionals in the disability

field, as well as in the

provision of information on

development of skills in

various fields, mutual support

among members and information

sharing.

156. Organizations of persons

with disabilities could perform

their advisory role in many

different ways such as having

permanent representation on

boards of government-funded

agencies, serving on public

commissions, and providing

expert knowledge on different

projects.

157. The advisory role of

organizations of persons with

disabilities should be ongoing

in order to develop and deepen

the exchange of views and

information between the state

and the organizations.

158. Organizations should be

permanently represented on the

national coordinating committee

or similar bodies.

159. The role of local

organizations of persons with

disabilities should be

developed and strengthened to

ensure that they influence

matters at the community level.

19. PERSONNEL TRAINING

States are responsible for

ensuring the adequate training

of personnel, at all levels,

involved in the planning and

provision of programmes and

services concerning persons

with disabilities.

160. States should ensure that

all authorities providing

services in the disability

field give adequate training to

their personnel.
45

disability in general training

programmes, the principle of

full participation and equality

should be appropriately

reflected.

162. States should develop

training programmes in

consultation with organizations

of persons with disabilities

and persons with disabilities

should be involved as teachers,

instructors or advisers in

staff training programmes.

163. The training of community

workers is of great strategic

importance particularly in

developing countries. It

should involve persons with

disabilities and include the

development of appropriate

values, competency and

technologies as well as skills

which can be practised by

persons with disabilities,

their parents, families and

members of the community.

20. NATIONAL MONITORING AND

EVALUATION OF DISABILITY

PROGRAMMES IN THE

IMPLEMENTATION OF THE STANDARD

RULES

States are responsible for the

continuous monitoring and

evaluation of the

implementation of national

programmes and services

concerning the equalization of

opportunities for persons with

disabilities.

164. States should periodically

and systematically evaluate

national disability programmes

and disseminate both the bases

and the results of the

evaluations.

161. In the training of

professionals in the disability

field, as well as in the

provision of information on

disability in general training

programmes, the principle of

full participation and equality

should be appropriately

reflected.

162. States should develop

training programmes in

consultation with organizations

of persons with disabilities

and persons with disabilities

should be involved as teachers,

instructors or advisers in

staff training programmes.

163. The training of community

workers is of great strategic

importance particularly in

developing countries. It

should involve persons with

disabilities and include the

development of appropriate

values, competency and

technologies as well as skills

which can be practised by

persons with disabilities,

their parents, families and

members of the community.

20. NATIONAL MONITORING AND

EVALUATION OF DISABILITY

PROGRAMMES IN THE

IMPLEMENTATION OF THE STANDARD

RULES 

States are responsible for the

continuous monitoring and

evaluation of the

implementation of national

programmes and services

concerning the equalization of

opportunities for persons with

disabilities.

164. States should periodically

and systematically evaluate

national disability programmes
46

165. States should develop and

adopt terminology and criteria

for the evaluation of

disability related programmes

and services.

166. Such criteria and

terminology should be developed

in close cooperation with

organizations of persons with

disabilities from the earliest

conceptual and planning stages.

167. States should participate

in international cooperation in

order to develop common

standards for national

evaluation in the disability

field. States should encourage

national coordinating

committees to also participate.

168. The evaluation of various

programmes in the disability

field should be built in at the

planning stage, so that the

overall efficacy in fulfilling

their policy objectives can be

evaluated.

21. TECHNICAL AND ECONOMIC

COOPERATION

States, both industrialized and

developing, have responsibility

to cooperate in and undertake

measures for the improvement of

the living conditions of

persons with disabilities in

developing countries.

169. Measures to achieve the

equalization of opportunities

of persons with disabilities,

including refugees with

disabilities, should be

integrated into general

development programmes.

170. Such measures must be

integrated in all forms of

and disseminate both the bases

and the results of the

evaluations.

165. States should develop and

adopt terminology and criteria

for the evaluation of

disability related programmes

and services.

166. Such criteria and

terminology should be developed

in close cooperation with

organizations of persons with

disabilities from the earliest

conceptual and planning stages.

167. States should participate

in international cooperation in

order to develop common

standards for national

evaluation in the disability

field. States should encourage

national coordinating

committees to also participate.

168. The evaluation of various

programmes in the disability

field should be built in at the

planning stage, so that the

overall efficacy in fulfilling

their policy objectives can be

evaluated.

21. TECHNICAL AND ECONOMIC

COOPERATION

States, both industrialized and

developing, have responsibility

to cooperate in and undertake

measures for the improvement of

the living conditions of

persons with disabilities in

developing countries.

169. Measures to achieve the

equalization of opportunities

of persons with disabilities,

including refugees with

disabilities, should be

integrated into general
47

technical and economic

cooperation, bilateral and

multilateral, governmental and

non-governmental. States

should bring up disability

issues in discussions on such

cooperation with their

counterparts.

171. When planning and

reviewing programmes of

technical and economic

cooperation, special attention

should be given to the effects

of such programmes on the

situation of persons with

disabilities. It is of utmost

importance that persons with

disabilities and their

organizations are consulted on

any development projects

designed for persons with

disabilities. They should be

directly involved in the

development, implementation and

evaluation of such projects.

172. Priority areas for

technical and economic

cooperation should include:

-the development of human

resources through the

development of skills,

abilities and potentials

of persons with

disabilities and the

initiation of employmentgenerating activities for

and of persons with

disabilities;

-the development and

dissemination of

appropriate disability

related technologies and

know-how.

development programmes.

170. Such measures must be

integrated in all forms of

technical and economic

cooperation, bilateral and

multilateral, governmental and

non-governmental. States

should bring up disability

issues in discussions on such

cooperation with their

counterparts.

171. When planning and

reviewing programmes of

technical and economic

cooperation, special attention

should be given to the effects

of such programmes on the

situation of persons with

disabilities. It is of utmost

importance that persons with

disabilities and their

organizations are consulted on

any development projects

designed for persons with

disabilities. They should be

directly involved in the

development, implementation and

evaluation of such projects.

172. Priority areas for

technical and economic

cooperation should include:

-the development of human

resources through the

development of skills,

abilities and potentials

of persons with

disabilities and the

initiation of employmentgenerating activities for

and of persons with

disabilities;

-the development and

dissemination of
48

States are also encouraged

to support the formation and

strengthening of organizations

of persons with disabilities.

173. States should take

measures to improve the

knowledge of disability issues

among staff involved at all

levels in the administration of

technical and economic

cooperation programmes.

22. INTERNATIONAL COOPERATION

States will participate

actively in international

cooperation concerning policies

for the equalization of

opportunities for persons with

disabilities.

174. Within the United Nations,

its specialized agencies and

other concerned intergovernmental organizations,

States should participate in

the development of disability

policy.

175. Whenever appropriate,

States should introduce

disability aspects in general

negotiations concerning

standards, information

exchange, development

programmes, etc.

176. States should encourage

and support the exchange of

knowledge and experience

between:

- non-governmental

organizations

concerned with

disability issues;

- research

appropriate disability

related technologies and

know-how.

States are also encouraged

to support the formation and

strengthening of organizations

of persons with disabilities.

173. States should take

measures to improve the

knowledge of disability issues

among staff involved at all

levels in the administration of

technical and economic

cooperation programmes.

22. INTERNATIONAL COOPERATION

States will participate

actively in international

cooperation concerning policies

for the equalization of

opportunities for persons with

disabilities.

174. Within the United Nations,

its specialized agencies and

other concerned intergovernmental organizations,

States should participate in

the development of disability

policy.

175. Whenever appropriate,

States should introduce

disability aspects in general

negotiations concerning

standards, information

exchange, development

programmes, etc.

176. States should encourage

and support the exchange of

knowledge and experience

between:

- non-governmental

organizations
49

institutions and

individual

researchers involved

in disability

issues;

- representatives of

field programmes and

of professional

groups in the

disability field;

- organizations of

persons with

disabilities; and

- national

coordinating

committees.

177. States should ensure that

the United Nations and its

specialized agencies as well as

all intergovernmental and

interparliamentary bodies, at

global and regional levels,

include the global and regional

organizations of persons with

[end of text missing]

IV. MONITORING MECHANISM FOR

THE STANDARD RULES

178. The purpose of the

monitoring system is to assist

each State to assess its level

of implementation of the

standard rules and to measure

its progress. This should

identify obstacles and their

solutions. This will

contribute to the successful

implementation of the standard

rules. The monitoring system

will recognize the economic,

social and cultural features

existing in individual States.

concerned with

disability issues;

- research

institutions and

individual

researchers involved

in disability

issues;

- representatives of

field programmes and

of professional

groups in the

disability field;

- organizations of

persons with

disabilities; and

- national

coordinating

committees.

177. States should ensure that

the United Nations and its

specialized agencies as well as

all intergovernmental and

interparliamentary bodies, at

global and regional levels,

include the global and regional

organizations of persons with

disabilities.

IV. MONITORING MECHANISM FOR

THE STANDARD RULES

178. The purpose of the

monitoring system is to assist

each State to assess its level

of implementation of the

standard rules and to measure

its progress. This should

identify obstacles and their

solutions. This will

contribute to the successful

implementation of the standard

rules. The monitoring system
50

179. The standard rules on the

equalization of opportunities

for persons with disabilities

shall be monitored within the

framework of the sessions of

the Commission for Social

Development. A Special

Rapporteur with relevant and

extensive experience of

disability issues and

international organizations

shall be appointed for 3 years

to monitor the implementation

of the standard rules.

180. International

organizations of persons with

disabilities having

consultative status with ECOSOC

should be invited by the

Commission for Social

Development to create among

themselves a panel of experts,

taking into account the

different kinds of disabilities

and necessary equitable

geographical distribution, to

be consulted by the Special

Rapporteur and, when

appropriate, the Secretariat.

181. The panel of experts will

be encouraged by the Special

Rapporteur to review, advise

and provide feedback and

suggestions on the promotion,

implementation and monitoring

of the standard rules.

182. The Special Rapporteur

shall send a set of questions

to States, entities within the

United Nations system, and

intergovernmental and nongovernmental organizations,

including organizations of

persons with disabilities. The

set of questions should address

implementation plans for the

standard rules in States. The

questions should be selective

will recognize the economic,

social and cultural features

existing in individual States.

179. The standard rules on the

equalization of opportunities

for persons with disabilities

shall be monitored within the

framework of the sessions of

the Commission for Social

Development. A Special

Rapporteur with relevant and

extensive experience of

disability issues and

international organizations

shall be appointed for 3 years

to monitor the implementation

of the standard rules.

180. International

organizations of persons with

disabilities having

consultative status with ECOSOC

should be invited by the

Commission for Social

Development to create among

themselves a panel of experts,

taking into account the

different kinds of disabilities

and necessary equitable

geographical distribution, to

be consulted by the Special

Rapporteur and, when

appropriate, the Secretariat.

181. The panel of experts will

be encouraged by the Special

Rapporteur to review, advise

and provide feedback and

suggestions on the promotion,

implementation and monitoring

of the standard rules.

182. The Special Rapporteur

shall send a set of questions

to States, entities within the

United Nations system, and

intergovernmental and nongovernmental organizations,

including organizations of

persons with disabilities. The
51

in nature and cover a number of

specific rules for in-depth

evaluation. In preparing the

questions the Special

Rapporteur should consult with

the panel of experts and the

Secretariat.

183. The Special Rapporteur

shall seek to establish a

direct dialogue not only with

States but also with local nongovernmental organizations,

seeking their views and

comments on any information

intended to be included in the

reports. The special

Rapporteur shall provide

advisory services on the

implementation and monitoring

of the standard rules and

assistance in the preparation

of replies to the sets of

questions.

184. UNOV/CSDHA, as the United

Nations focal point on

disability issues, and the

United Nations Development

Programmes (UNDP), as well as

other entities within the

United Nations system, such as

the regional commissions,

specialized agencies and interagency meetings, shall

cooperate with the Special

Rapporteur in the

implementation and monitoring

of the standard rules at the

national level.

185. The Special Rapporteur

shall, assisted by the

Secretariat, prepare reports

for submission to the thirtyfourth and thirty-fifth session

of the Commission for Social

Development. In preparing such

reports the Rapporteur should

consult with the panel of

experts.

set of questions should address

implementation plans for the

standard rules in States. The

questions should be selective

in nature and cover a number of

specific rules for in-depth

evaluation. In preparing the

questions the Special

Rapporteur should consult with

the panel of experts and the

Secretariat.

183. The Special Rapporteur

shall seek to establish a

direct dialogue not only with

States but also with local nongovernmental organizations,

seeking their views and

comments on any information

intended to be included in the

reports. The special

Rapporteur shall provide

advisory services on the

implementation and monitoring

of the standard rules and

assistance in the preparation

of replies to the sets of

questions.

184. UNOV/CSDHA, as the United

Nations focal point on

disability issues, and the

United Nations Development

Programmes (UNDP), as well as

other entities within the

United Nations system, such as

the regional commissions,

specialized agencies and interagency meetings, shall

cooperate with the Special

Rapporteur in the

implementation and monitoring

of the standard rules at the

national level.

185. The Special Rapporteur

shall, assisted by the

Secretariat, prepare reports

for submission to the thirtyfourth and thirty-fifth session

of the Commission for Social
52

186. States are invited to

encourage national coordinating

committees or similar bodies to

participate in implementation

and monitoring. As the focal

points on disability matters at

the national level, they should

be encouraged to establish

procedures to coordinate the

monitoring of the standard

rules. Organizations of

persons with disabilities

should be encouraged to be

actively involved in the

monitoring at all levels of the

process.

187. Should extra budgetary

resources be identified, one or

more positions of InterRegional Advisor on the

Standard rules should be

created to provide direct

services to States, including

on

(a) The organization of

national and

regional training

seminars on the

content of the

standard rules;

(b) The development of

guidelines to assist

in strategies for

implementation of

the standard rules;

and

(c) Best practices

concerning

implementation of

the standard rules.

188. At its thirty-fourth

session, the Commission for

Social Development shall

establish an open-ended working

group to examine the Special

Development. In preparing such

reports the Rapporteur should

consult with the panel of

experts.

186. States are invited to

encourage national coordinating

committees or similar bodies to

participate in implementation

and monitoring. As the focal

points on disability matters at

the national level, they should

be encouraged to establish

procedures to coordinate the

monitoring of the standard

rules. Organizations of

persons with disabilities

should be encouraged to be

actively involved in the

monitoring at all levels of the

process.

187. Should extra budgetary

resources be identified, one or

more positions of InterRegional Advisor on the

Standard rules should be

created to provide direct

services to States, including

on

(a) The organization of

national and

regional training

seminars on the

content of the

standard rules;

(b) The development of

guidelines to assist

in strategies for

implementation of

the standard rules;

and

(c) Best practices

concerning

implementation of

the standard rules.
53

Rapporteur’s report and make

recommendations on how to

improve the application of the

standard rules. In examining

the Special Rapporteur’s

report, the Commission for

Social Development, by its

open-ended working group, shall

consult international

organizations of persons with

disabilities and specialized

agencies, according to rules 71

and 76 of the Rules of

Procedure of the Functional

Commissions of the ECOSOC.

189. At its session following

the end of the Special

Rapporteur’s mandate, the

Commission shall examine the

possibility of either renewing

that mandate, appointing a new

Rapporteur, or considering

another monitoring mechanism,

bearing in mind the contents of

paragraph 177; and make

appropriate recommendations to

the Economic and Social

Council.

190. States should be

encouraged to contribute to the

United Nations Voluntary Fund

on Disability in order to

further the implementation of

the standard rules.

188. At its thirty-fourth

session, the Commission for

Social Development shall

establish an open-ended working

group to examine the Special

Rapporteur’s report and make

recommendations on how to

improve the application of the

standard rules. In examining

the Special Rapporteur’s

report, the Commission for

Social Development, by its

open-ended working group, shall

consult international

organizations of persons with

disabilities and specialized

agencies, according to rules 71

and 76 of the Rules of

Procedure of the Functional

Commissions of the ECOSOC.

189. At its session following

the end of the Special

Rapporteur’s mandate, the

Commission shall examine the

possibility of either renewing

that mandate, appointing a new

Rapporteur, or considering

another monitoring mechanism,

bearing in mind the contents of

paragraph 177; and make

appropriate recommendations to

the Economic and Social

Council.

190. States should be

encouraged to contribute to the

United Nations Voluntary Fund

on Disability in order to

further the implementation of

the standard rules.
54

APPENDIX C

FORMAL STATEMENTS BY THE UNITED STATES DELEGATION

STATEMENT OF THE UNITED STATES DELEGATION 

CONCERNING THE PROPOSED RESOLUTION ON THE 
55

POSITIVE AND FULL INCLUSION OF PERSONS 

WITH DISABILITIES IN ALL ASPECTS OF SOCIETY AND 

THE LEADERSHIP ROLE OF THE UNITED NATIONS THEREIN 

(E/CN.5/1993/L.7)

UNITED NATIONS COMMISSION ON SOCIAL DEVELOPMENT

VIENNA

15 FEBRUARY, 1993

Thank you, Mr. Chairman. Over the course of the past week we have had the privilege to get

to know many of the wonderful delegates assembled here to offer their expertise in framing

solutions to the many problems faced by people all around the world. We have had the

opportunity to work with many of you on many issues which, if properly addressed, will have

a tremendous impact on the quality of life experienced by people with disabilities all around

the globe. 

We have now presented this body with a resolution which we believe will reaffirm the

commitment of the United Nations towards persons with disabilities and strengthen the role

of the United Nations in its international leadership role in this important area. We all know

that these are changing times and that resources to attend to all of our important efforts are

scarce. The resolution we have submitted for your consideration recognizes the needs of

people with disabilities to have a strong voice, the need to advance equalization of

opportunities, the need to ensure that the services and supports provided by our nations are

of high quality, and the need for the United Nations to both listen to the needs of people with

disabilities and respond in a effective manner.

In this resolution we call upon the leadership of the United Nations to maintain the integrity

of the United Nations program for persons with disabilities. We also urge the leadership to

strengthen this program in order to allow it to represent the needs and interests of persons

with disabilities throughout the United Nations system, coordinate and streamline efforts

across the United Nations system affecting persons with disabilities, promote equalization of

opportunities for persons with disabilities within the United Nations system itself, and to

provide technical assistance and information on promising policies and practices in working

with people with disabilities to Member States. Furthermore, we request that the leadership

issue a report on progress in accomplishing these important tasks, strengthen the status of the

present Disabled Persons Unit, ensure that the needs of persons with disabilities are well

represented at the World Summit for Social Development, and, finally, that this body here

assembled reaffirm its commitment to addressing the needs of persons with disabilities in a

positive fashion. It is our belief that this affirmation and strengthening of the role of the
56

United Nations program for persons with disabilities and our reaffirmation of commitment

are of critical importance at this time.

Mr. Chairman, I am pleased to report that first of all, that we on the United States delegation

have the full support of the White House and President Clinton on these issues. Over the past

week we have been in direct contact with senior advisors to the President and they have

expressed their support for our efforts here in Vienna. Secondly, I am pleased to report that

we also have the support and co-sponsorship of many nations gathered here for this historic

meeting, among them Australia, Canada, China, France, and Russia. Literally all around the

world, people recognize the need to support people with disabilities through a strengthened

United Nations role in leading international efforts to ensure equalization of opportunities and

the full societal inclusion of persons with disabilities.

We therefore come before you today, with wide international consensus, in order to ask you

to ensure that progress in serving people with disabilities will continue --as it should-- and that

the United Nations continues to serve as a strong advocate in meeting the needs of people with

disabilities as it has during the United Nations Decade of Disabled Persons. Let us all --

unified-- make a real difference in the lives of people with disabilities. Let us do this together,

let us do it because it is right, and let us do it now. Thank you. 
57

U.N. Standard Rules on the Equalization of Opportunities 

for Disabled Persons 

Discussion of Amendments Offered by the 

Delegation of the United States of America

Vienna

8-17 February, 1993

Introduction

On the whole, the proposed Standard Rules on the Equalization of Opportunities for Persons

with Disabilities represent an ambitious and positive effort to improve the current situation

persons with disabilities find themselves in all around the world. We commend the Working

Group for its hard work and progressive guidance on so many issues. Our collective

experience has taught us a tremendous amount about the struggles individual governments

are having in many parts of the world to create even minimal services for people with

disabilities. In many ways the Standard Rules document will assist and challenge those

governments to avoid some of the "mistakes" governments in some of the more developed

nations have made in creating huge and segregated bureaucracies that effectively keep people

with disabilities out of the mainstream of community life. 

Furthermore, the document gives a significant amount of attention to the important role that

people with disabilities, their families and advocates should play in the design of services and

policies. This "consumer friendly" approach will do much to help ensure that services and

supports that are developed will be in keeping with the actual needs of the people who will be

beneficiaries of these initiatives.

We do, however, believe that the document needs to be strengthened in order to ensure that

people with disabilities, their families, and policy makers may receive the best possible

guidance in designing, implementing, and evaluating service delivery mechanisms that truly

embrace the overall vision of the Working Group for full equalization of opportunities. Our

specific concerns center on the fact that while the present document purports to provide

guidance in the creation of situations wherein people with disabilities experience equality and

full inclusion in their communities, the implementation of some of the program models offered

in the document would, in fact, lead to the opposite. We are also concerned that some of these

models have been demonstrated to produce very unfavorable cost-benefit outcomes and would
58

lead to an inefficient use of what we know to be scarce resources, particularly for developing

nations.

Discussion of Specific Amendments

1. In Section I.2, paragraph 55, the word "facilities" appearing on line three should be

changed to "services", as "services" is much more global a term and recognizes the fact that

many services do not need to be delivered in "facilities".

2. In Section I.2. paragraph 56, the phrase "--particularly infants and children--" should be

inserted between the words "disabilities" and "are" in the first line. This would lend

recognition to the vital importance of early intervention and treatment in ameliorating the

effects of disabilities and preventing secondary disabilities from occurring.

3. In Section I.3, paragraph 64 should be rewritten as indicated. The present wording assumes

that people with disabilities need to be removed from their local communities for "special

training purposes". However, it must be recognized that experience in this area has indicated

that (a) the most essential things that people in rehabilitation need to learn are how to take

care of themselves within the context of their local homes and communities, and (b) how to

access the local job market. As such, it makes little sense to remove people from their home

communities in order to teach them how to live and work in it. In addition, experience has

shown that beyond the acute, hospital-based initial treatment of disabling conditions, the most

efficacious on-going response to disability is found in locally-based community supports such

as those described in Section I.4 ("Support Services") later in the document. While we

recognize that in some locations it is very difficult to develop services in local communities, we

believe the language in the current paragraph subtly encourages the development of services

outside of local communities by providing a rationale for such development. 

4. In Section II.6 (Education) three paragraphs (93, 94, and 95) should be eliminated and

replaced with the language we include in the amendment. The current wording of these

paragraphs reflects a major conceptual contradiction to the positive guidance offered in

paragraphs 86-92 which immediately precede them. Paragraphs 86-92 provide an elegant

framework for the development of educational models that result in the full inclusion of

children and youth with disabilities within the general education system within mainstream

classrooms. This is consistent with best practices currently available on an international basis

developed in response to the stated needs of persons with disabilities and their families. 

Paragraphs 93-95 allow for the segregation of children with disabilities from their typical aged
59

peers in the "general school system" based on the possible "inadequacy" of the general school

system. The history of the struggle for equalization of opportunities is full of examples in

which people with disabilities and their families have been denied services --or been given

substandard services-- based on a "lack of resources". There has, however, been a revolution

that has occurred over the past 15 years resulting in the entry of literally thousands upon

thousands of children with disabilities into the general school systems. This has not occurred

because somebody determined that the schools were suddenly "adequate", it has occurred

because parents and other advocates have struggled to equalize opportunities for publicly

supported education, often through the establishment of legislation and public policies

mandating that schools serve children with disabilities within the general education system.

The statement that "Special schools should have an outward looking approach" (in current

paragraph 94) borders on being self-contradictory. By their very nature, "special schools" are

established and operate to provide a separate place from the mainstream. They only stay open

if they focus on their further development. The so-called "outward looking approach"

envisioned in this paragraph is nearly impossible to promote, as it threatens the very existence

of these organizations.

We believe that the amended wording we have proposed would allow for the adoption of vastly

more positive educational models and reflects heightened sensitivity to the needs of developing

nations.

5. In Section II.7 we propose to eliminate current paragraph 102 as it is in contradiction to the

strong case made for the development of integrated employment opportunities in paragraphs

96-101. We make this recommendation based on the experience of thousands of people with

disabilities who have languished in sheltered workshop programs for many years, essentially

forced to live in extreme poverty, while waiting for the "open labour market" to respond to

their needs. The very existence of these programs serves as a disincentive for the development

of more integrated approaches that allow people with disabilities an equitable and more

independent standard of living.

6. In Section II.8, paragraph 105, the phrase "or have such a severe level of disability that they

have no or limited income earning ability" should be deleted from the end of the first sentence.

Once again, this would appear to open the doors to exclusionary rationales that might be used

to limit opportunities for people with disabilities to gain employment. History has taught us

well that people with disabilities and their families are constantly overcoming barriers placed

before them due to the reality of the disability itself or (usually) the negative attitudes of

others. Among the many lessons we have learned is that when given the opportunity and

support, virtually anyone with a severe disability can perform some type of meaningful work.

The current paragraph serves to limit the perception of potential so vital to the overall

achievements of people with disabilities.
60

We believe that the adoption of the amendments discussed above will lead to a much more

positive and helpful document to guide the development of programs that seek to ensure

equalization of opportunities for persons with disabilities while promoting substantive

achievements toward the full inclusion of people with disabilities in all aspects of society.

STATEMENT OF THE UNITED STATES DELEGATION 

CONCERNING THE DISCUSSION OF PROPOSED AMENDMENTS 

TO THE STANDARD RULES

UNITED NATIONS COMMISSION ON SOCIAL DEVELOPMENT

VIENNA

9 FEBRUARY, 1993

We are most pleased that the amendments we first proposed yesterday afternoon have led to

such a constructive dialogue over the course of the past day. During this period, we have had

the opportunity to consult with members of many delegations who are interested in the

Standard Rules and their potential impact on the quality of life experienced by persons with

disabilities in their own countries. Throughout our discussions we have gained greater insight

into the current situation of people with disabilities in many countries and we have also had

the opportunity to gain a more advanced understanding of the rationales that underlie the

language used in many of the Standard Rules.

We are pleased that there appears to be a positive consensus on the amendments we have

proposed for paragraphs 55 ( replacing the word "facilities" with "services") and 56 (in which

we propose heightened attention to the needs of infants and children).

Our concerns with paragraphs 64, 93, 94, 95, and 102 have been discussed at length with

members of various delegations, and these discussions have led us to revisit the very purposes

of the Standard Rules. In essence, concerns regarding these amendments bring us back to the

following question: Is the purpose of the Standard Rules to present Member States with a set

of goals --a vision of the possible-- for their citizens with disabilities or is the purpose to

describe what is current practice in Member States and suggest that we make current services

a little better? 

We are painfully aware of the reality of segregation in the lives of people with disabilities in

our own country and around the world. In listening to people with disabilities and their
61

families we have learned that their dreams center around equalization of opportunity and full

inclusion in society. Simply put, they prefer opportunity and integration into society to the

current reality of picking from a very limited number of services and being segregated from

society in receiving services. They know --and we have now come to understand-- that the

segregation of any group is a strong indication of the overall devaluation of that group by the

larger culture. This is true whether we segregate people by race, by culture, by religious belief,

or by disability. The involuntary segregation of a group is a wrong to be avoided at all cost.

The fact that we develop rationales for such segregation (that "people are better off with their

own kind", that "because they are different, they need to all be grouped together for services")

is no excuse. For, if we have learned anything about people with disabilities over the past two

decades it is that each person is an individual, with unique strengths, gifts, and, yes, needs.

However, the major problem faced by people with disabilities --one that is artfully addressed

earlier in the Standard Rules-- is that their entire lives are defined in terms of their needs, not

their strengths, not their gifts, not their capacities, but their needs. Within this context, people

are not seen as individuals, they are seen as a list of deficits, as something broken that needs

to be fixed. And so we have constructed many of our educational and social service

approaches as "repair shops" in which we put all the people we judge to be "broken" together.

Increasingly, people with disabilities and their families are quite forcefully and articulately

informing us that this approach is not what they want. What they do want is equality and

inclusion, and that is why we have suggested that this group address this emerging

understanding in a positive and visionary manner.

As regards paragraph 64, we understand that this group wishes to make the point that

rehabilitation services should be time-limited. We concur. However, we do not believe that

the current wording expresses this properly. We have proposed alternative language. Based

on our discussions we have decided to modify this language somewhat to allow for certain

time-limited rehabilitation programs that are seen as acute in nature. We would, therefore,

amend the second sentence of paragraph 64 to read as follows: Acute, time-limited

rehabilitation programs may be organized in order to provide intensive, short-term rehabilitation

services.

As regards paragraphs 93 and 94, we recognize that at present, many countries have organized

their educational programs for students with disabilities in a segregated fashion. However,

based on an evolving body of research on best educational practices and the stated preferences

of the majority of students with disabilities and their parents in our own country, we do not

believe that segregated education is the best way to organize educational services in the future.

If our job here is to provide guidance toward the establishment of optimal programs and

services for persons with disabilities, instead of justifying the status quo, then the current

wording of these paragraphs should be changed. We have proposed alternative language

based on our profound belief in the power of integration to reduce and eliminate

discrimination against persons with disabilities: something that this group has stated that it

wishes to do. We know, however, that there are many here who object to our substitute
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language. We would, therefore, propose that paragraphs 93 and 94 be deleted from the text.

If these paragraphs remain as is, we truly believe that we will be giving bad advice to

policymakers, wasting precious resources (particularly in developing nations), and in many

ways perpetuating negative attitudes against persons with disabilities.

Paragraph 95 speaks to educational services for students who are deaf. We know that students

who are deaf do have unique communication needs and recognize that these are not always

met appropriately. However, as with any group of people who speak a different language and

have a distinct culture, we do not believe that this group should be totally isolated from the rest

of society. If services are to improve, and indeed if our communities are to be enriched, we all

need to learn and work together. With this in mind, we would now suggest the following rewording of paragraph 95: Due to the particular communication needs of deaf and deaf-blind

persons, special attention needs to be focused on appropriate, culturally sensitive instruction that

will result in effective communication skills and maximum independence.

Finally, we will address paragraphs 102 and 105. Our concern with paragraph 102 is its

promotion of "sheltered workshops" as a desirable program option for adults with disabilities.

As we stated last evening we do not believe that sheltered workshops are, in fact, a model we

think this group should be promoting. Our experience has shown that these facilities

essentially serve as an excuse for keeping people with disabilities out of the workforce, pay

their clientele very low wages, do not provide benefits, and, once again, represent the notion

that all adults with disabilities are the same and should, therefore, be in the same place all day.

Recognizing the current situation, however, we would suggest that the first sentence of

paragraph 102 be changed to read as follows: States should make supported employment or

small work enclaves in industry available for persons with disabilities who need continuing

support in the area of employment. 

As regards our suggested amendment to paragraph 105 (removing the language that implies

some people are "too disabled" to be considered for employment), we believe we have heard

general agreement on this issue and would appreciate your support of this amendment.

We hope this presentation has addressed the issues you have put before us regarding our

proposed amendments and thank you all for your interest and obvious hard work.