| Summary: | This chapter explores the historical context that led to the development of inclusive education as a right of people with disability under international human-rights law. The authors trace the historical events that led to the emergence of human rights norms and institutions, the recognition of education as a means of realising other rights and achieving equality and social justice and the adoption of the UN Convention on the Rights of Persons with Disabilities (CRPD) as the formal expression of the human rights of people with disability and a legally binding treaty under international law. The chapter examines Article 24 of the CRPD which outlines the right to inclusive education, as well as General Comment No. 4, the interpretative guidance issued in 2016 by the Committee on the Rights of Persons with Disabilities that explains the requirements of Article 24 and distinguishes inclusive education from the practices of ‘segregation’, ‘integration’, and ‘exclusion’. Additionally, the Chapter highlights the right to education of First Nations people with disability and the interplay between their rights under the CRDP and their rights under the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) as a national and linguistic minority to access culturally appropriate education in their own languages.
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