Application of Education Indicators to the Selected Arab Countries

EDUCATION INDICATOR 1:

The legal framework states that no person shall be excluded from the general education system on the basis of disability

Lebanon 

Relevant Legal Clauses: the Disability Law states that admission to a public or private educational establishment cannot be refused on the basis of disability, regardless of the type of disability (Article 60). The Disability Law recognizes the right of persons with disabilities to education and guarantees equal opportunities to all persons with disabilities in all educational establishments of any type, whether in the general education system or in specialized institutions (Article 59). The law states that any provision that conditions admission to being free from a disability or to have full physical capacities is considered void (Article 60-a). 

Conformity with the CRPD: According to Education Indicator 1, the legal framework of Lebanon is in conformity with the CRPD as it expressly includes a “no-rejection” clause and prohibits discrimination on the basis of disability in the access to the general education system. However, the CRC expressed its concerns about “low educational achievements of children from economically disadvantaged communities”[1] and the CESCR commended Lebanon to “ensure that persons with disabilities have equal access to education and training, including by promoting inclusive education”.[2]

Conformity Value: 2 (-)

The Sudan

Relevant Legal Clauses: The 2005 Interim Constitution prohibits discrimination in the access to education on the basis of disability (Article 44-1). The Constitution also specifies that the State guarantees access to education to persons with disabilities (Article 45). The 2010 Child Law stipulates that the State protects children with disabilities against any obstacle to their education (Article 48-1) and that children with disabilities should be included in all levels of education in accordance with the type of disability (Article 49-1). The reference to “levels of education” in this clause can be understood as a reference to the general education system. Indeed, according to the Education Law, the education system in the Sudan is divided into two parts: a general system, which includes a basic and a secondary level, and a “non-level” system, which includes Quranic schools, industrial schools, nutrition, agricultural and farming schools and schools for teaching the gifted and persons with disabilities (Article 14). It is worth noting that the 2013 National Action Plan on Disability specifies the inclusion of persons with disabilities in the general education system as one its objectives (Project No. 46). Also, the 2017 disability law completed the framework of inclusion into general education system through its article 4 (d).

Conformity with the CRPD: According to Education Indicator 1, the legal framework of the Sudan is in conformity with the CRPD as it expressly states that persons with disabilities children should be included in all levels of the general education system. The framework also provides a constitutional guarantee against the discrimination on the basis of disability in the access to education. Even if the 2010 Child act was insufficient for the CRC which recommended Sudan to “ensure that children with disabilities have equitable access to basic services, including health and education”, the 2017 disability law completed the legal framework of inclusion by a specific definition of disability based discrimination (article 3) and specified that every facilities, exemptions and privileges for persons with disabilities shall be implemented in equal basis with others (article 4 ) especially for education (article 4 – g).

Conformity Value: 2

Tunisia

Relevant Legal Clauses: The Disability Law provides that the State guarantees the right to education, habilitation and training for children with disabilities in the general system and that they shall be provided with equal opportunities to enjoy that right (Article 19). 

Conformity with the CRPD: According to Education Indicator 1, the legal framework of Tunisia is in conformity with the CRPD. Although it does not include a clear “no-rejection” clause, it guarantees the access of persons with disabilities to the general education system on equal basis with others. However, CmRPD “noted with deep concern that, in practice, the inclusion strategy is not equally implemented in schools; rules relating to the number of children in mainstream schools and to the management of inclusive classes are commonly breached.”[3]

Conformity Value: 2

United Arab Emirates 

Relevant Legal Clauses: the Disability Law guarantees equal opportunities for persons with disabilities in all educational institutions, vocational training, adult and continuous education, in the general system or in specialized classes where necessary; and it specifies that disability should not represent an obstacle preventing any person from applying or joining any public or private educational institution of any kind (Article 12). 

Conformity with the CRPD: According to Education Indicator 1, the legal framework of the United Arab Emirates is in conformity with the CRPD as it expressly includes a “no-rejection” clause and guarantees the access of persons with disabilities to the general education system on equal basis with others.

Conformity Value: 2

EDUCATION INDICATOR 2:

The national legal framework states that persons with disabilities shall have access, without discrimination on the basis of disability, to free and compulsory primary education

Lebanon

Relevant Legal Clauses: Legislative Decree 134/1959 as amended by Law 150/2011 guarantees the right to free and compulsory basic education to all Lebanese citizens in public schools (Article 49). 

Conformity with the CRPD: According to Education Indicator 2, the legal framework of Lebanon is in partial conformity with the CRPD as it recognizes the right to access free and compulsory primary education for all persons but does not specifically recognize this right to persons with disabilities. 

Conformity Value: 1

The Sudan

Relevant Legal Clauses: The 2005 Interim Constitution states that basic education is compulsory and provided free of charge (Article 44-2) and persons with disabilities are guaranteed all the rights listed in the Constitution (Article 45-1). The Disability Law states that persons with disabilities are exempted from tuition fees at all levels of education, including primary, secondary and tertiary level (Article 4-2-a). Moreover, the Child Law specifies that the State should provide free education to orphans, persons with disabilities, persons living in poverty and children of unknown parents in public secondary schools (Article 28-3). 

Conformity with the CRPD: According to Education Indicator 2, the legal framework of the Sudan is in conformity with the CRPD as it guarantees the access of persons with disabilities to free and compulsory primary education.

Conformity value: 2

Tunisia

Relevant Legal Clauses: the 2002 School Education Law states that basic education is compulsory (Article 1), that free public education is guaranteed to all children of schooling age on an equal basis and that children with special needs should be provided with adequate conditions to enjoy the right to education (Article 4).

Conformity with the CRPD: According to Education Indicator 2, the legal framework of Tunisia is in partial conformity with the CRPD as it recognizes the right to access free and compulsory primary education for all persons but does not specifically recognize this right to persons with disabilities. 

Conformity Value: 1

United Arab Emirates

Relevant Legal Clauses: The Constitution states that education is compulsory in its primary level and free of charge at all levels (Article 17). Federal Law 11/1972 related to compulsory education states that primary education is compulsory and that education is free at all levels for all citizens, whether males or females (Article 1); it adds that children who have a medical condition that prevents them from receiving education and children who have a mental or physical disability that prevents them from enrolling in specialized education schools can be exempted from compulsory education by decision of the Minister of Education as long as the reason for exemption exists (Article 4). 

Conformity with the CRPD: According to Education Indicator 2, the legal framework of the United Arab Emirates is in partial conformity with the CRPD as it recognizes the right to access free and compulsory primary education for all persons but does not specifically recognize this right to persons with disabilities.

Conformity Value: 1

EDUCATION INDICATOR 3:

The national legal framework states that persons with disabilities shall have access, without discrimination on the basis of disability, to secondary education 

Lebanon

Relevant Legal Clauses: The Disability Law guarantees equal opportunities to all persons with disabilities in all educational establishments of any type, whether in the general education system or in specialized institutions (Article 59). The reference to “educational establishments of any type” includes establishments providing secondary education as they fall under the authority of the Ministry of Education according to Decree 2869/1959 (Article 10).

Conformity with the CRPD: According to Education Indicator 3, the legal framework of Lebanon is in conformity with the CRPD as it guarantees the access of persons with disabilities to all educational establishments, including those providing secondary education, on equal basis with others.

Conformity Value: 2

The Sudan

Relevant Legal Clauses: The Child Law states that the State protects children with disabilities against any obstacle to their education (Article 48-1) and that children with disability should be included in all levels of education depending on the type of disability (Article 49-1). The reference to “all levels of education” in this clause includes secondary education given that the general education system includes the secondary education level according to the 2001 Education Law (Article 14). 

Conformity with the CRPD: According to Education Indicator 3, the legal framework of the Sudan is in conformity with the CRPD as it guarantees the access of persons with disabilities to all levels of education, including secondary education.

Conformity Value: 2

Tunisia

Relevant Legal Clauses: There appears to be no specific provisions guaranteeing the access of children with disabilities to secondary education without discrimination on the basis of disability.

Conformity with the CRPD: According to Education Indicator 3, the legal framework of Tunisia does not specifically state that persons with disabilities have access to secondary education without discrimination on the basis of disability.

Conformity Value: 0

United Arab Emirates

[4] The Official Portal of the United Arab Emirates (undated); Decree 29/2008 for Private Education Bylaws (2008)ity with the CRPD: According to Education Indicator 3, the legal framework of the United Arab Emirates is in conformity with the CRPD as it guarantees the access of persons with disabilities to all educational institutions, including those providing secondary education, on equal basis with others.

Conformity Value: 2

EDUCATION INDICATOR 4:

The national legal framework states that persons with disabilities shall have access, without discrimination on the basis of disability, to general tertiary education 

Lebanon

Relevant Legal Clauses: The Disability Law states that persons with disabilities have the right to equal opportunities in all educational establishments of any type (Article 59). This includes establishment providing tertiary education given that they fall under the jurisdiction of the Ministry of Education according to Law 247/2000 (Article 11). The Disability Law also states that persons holding disability cards should be provided with the opportunity to pursue education in the educational establishment of their choice at all levels of schools, vocational training and tertiary education, by providing them with the best conditions to sit for admission tests and all other tests (Article 60-c). The Law 285/2014 regulating higher education states that private establishments providing higher education should adopt specific regulations to facilitate the admission of qualified persons with disabilities and to facilitate their pursuit of education until graduation (Article 60).

Conformity with the CRPD: According to Education Indicator 4, the legal framework of Lebanon is in conformity with the CRPD as it guarantees the access of persons with disabilities to tertiary education on equal basis with others. 

Conformity value: 2

The Sudan

Relevant Legal Clauses: the Disability Law states that persons with disabilities are exempted from tuition fees in tertiary education (Article 4-2-a). The 2005 Interim Constitution prohibits discrimination in the access to education on the basis of disability (Article 44-1).

Conformity with the CRPD: Although the legal framework of the Sudan does not explicitly guarantee the access of persons with disabilities to general tertiary education without discrimination on the basis of disability, it guarantees this access to education in general, which should in principle include tertiary education. It also facilitates the access of persons with disabilities to tertiary education by exempting them for tuition fees. As such, the framework is considered to be in conformity with the CRPD according to Education Indicator 4.  

Conformity Value: 2

Tunisia

Relevant legal clauses: There appears to be no specific provisions guaranteeing the access of persons with disabilities to general tertiary education without discrimination on the basis of disability.

Conformity with the CRPD: According to Education Indicator 4, the legal framework of Tunisia does not specifically state that persons with disabilities have access to general tertiary education without discrimination on the basis of disability.

Conformity value: 0

United Arab Emirates

Relevant legal clauses: the Disability Law guarantees equal opportunities for persons with disabilities in all educational institutions (Article 12). This presumably includes educational institutions providing tertiary education if read together with Article 13 of the Disability Law. The latter states that both the Ministry of Education and the Ministry of Higher Education and Scientific Research, which is responsible for tertiary education, has the duty to facilitate the learning of persons with disabilities in their institutions (Article 13)

Conformity with the CRPD: According to Education Indicator 4, the legal framework of the United Arab Emirates is in conformity with the CRPD as it guarantees the access of persons with disabilities to all educational institutions, including those providing tertiary education, on equal basis with others.

Conformity value: 2

EDUCATION INDICATOR 5:

The national legal framework states that persons with disabilities shall have access, without discrimination on the basis of disability, to vocational training

Lebanon

Relevant legal clauses:  The Disability Law prohibits discrimination in the access to education on the basis of disability in all types of educational establishment (Article 59). This includes establishments providing vocational training as they fall under the authority of the Ministry of Education according to Law 247/2000 (Article 10). The Disability Law also states that persons holding disability cards should be provided with the opportunity to pursue education in the educational establishment of their choice at all levels of schools, vocational training and tertiary education, by providing them with the best conditions to sit for admission tests and all other tests (Article 60-c).

Conformity with the CRPD: According to Education Indicator 5, the legal framework of Lebanon complies with the CRPD as it guarantees the access of persons with disabilities to vocational training without discrimination on the basis of disability.

Conformity value: 2

The Sudan

Relevant Legal Clauses: the Disability Law states that the State should establish annual quotas for the training of persons with disabilities in coordination with institutes for technical training (Article 4-2-a).

Conformity with the CRPD: although the legal framework of Sudan does not explicitly state that persons with disabilities shall have access to vocational training without discrimination on the basis of disabilities, it establishes a quota-mechanism which aims to guarantee and ensure such access through positive measures. As such, the framework is in conformity with the CRPD according to Education Indicator 5.

Conformity value: 2

Tunisia

Relevant legal clauses: The Disability Law guarantees the right to rehabilitation and training in the general system on the basis of equal opportunities with others (Article 19). It provides that vocational training within the general system should be provided to persons with disabilities to enable them to acquire professional knowledge and skills which facilitate their preparation for active life and their social and economic inclusion (Article 22). It further reserves a quota of 3 per cent of places for persons with disabilities in public vocational institutes (Article 23). The 2008 Vocational Training Law provides that that vocational training programs, both in their substance and organization, should be based on the principle of equality of opportunity for all persons seeking training and should comply with the regulations related persons with disabilities (Article 3).

Conformity with the CRPD: According to Education Indicator 5, the legal framework of Tunisia is in conformity with the CRPD as it states that persons with disabilities have access to vocational training on equal basis with others.

Conformity value: 2

United Arab Emirates

Relevant legal clauses: The Disability Law guarantees equal opportunities and access for persons with disabilities to vocational rehabilitation, adult learning and continuous learning (Article 12).

Conformity with the CRPD: According to Education Indicator 5, the legal framework of the United Arab Emirates is in conformity with the CRPD as it states that persons with disabilities have access to vocational training on equal basis with others.

Conformity value: 2

EDUCATION INDICATOR 6:

The national legal framework states that persons with disabilities shall have access, without discrimination on the basis of disability, to adult education and lifelong learning

Lebanon

Relevant legal clauses: the Disability Law states that the right to education is guaranteed to persons with disabilities, children and adults alike (Article 59).

Conformity with the CRPD: According to Education Indicator 6, the legal framework of Lebanon is in conformity with the CRPD as it guarantees the access of persons with disabilities to adult education.

Conformity value: 2

The Sudan

Relevant legal clauses: The 2001 Education Law provides for adult learning in “non-level” education but does not guarantee the access of persons with disabilities. It is worth noting that the 2013 national action plan on disability includes making 6 literacy centers for adults accessible for persons with disabilities (Objective 47).

Conformity with the CRPD: According to Education Indicator 6, the legal framework of the Sudan is partly in conformity with the CRPD as it recognizes the right to adult education but does not guarantee the access of persons with disabilities to adult learning without discrimination on the basis of disabilities. 

Conformity value: 1

Tunisia

Relevant legal clauses: there appears to be no specific provisions related to adult learning or continuing education.

Conformity with the CRPD: According to Education Indicator 6, the legal framework of Tunisia does not state that persons with disabilities have access to adult education and lifelong learning without discrimination on the basis of disabilities.

Conformity value: 0

United Arab Emirates

Relevant legal clauses: the Disability Law guarantees equal opportunities and access for persons with disabilities to vocational habilitation, adult learning and continuous learning (Article 12).

Conformity with the CRPD: According to Education Indicator 6, the legal framework of the United Arab Emirates is in conformity with the CRPD as it states that persons with disabilities have access to adult education and lifelong learning on equal basis with others.

Conformity value: 2

EDUCATION INDICATOR 7:

The legal framework states that educational establishments should be accessible to persons with disabilities

Lebanon

Relevant legal clauses: Decree 9091/2002 states that public schools should have all of the necessary facilities for persons with reduced mobility (Article 8). Decree 7194/2011 states that newly established educational establishments, whether private or public, must comply with accessibility standards (Article 2), which are limited to the physical environment.

Conformity with the CRPD: According to Education Indicator 7, the legal framework of Lebanon is partially in conformity with the CRPD as it states that public and private educational establishments should be accessible to persons with disabilities, but limits this accessibility to the physical environment. 

Conformity value: 1

The Sudan

Relevant legal clauses: There appears to be no relevant clauses in the readily available laws.

Conformity with the CRPD: According to Education Indicator 7, the legal framework of the Sudan does not state that educational establishments should be accessible to persons with disabilities.

Conformity value: 0

Tunisia

Relevant legal clauses: Decree 1467/2006 states that educational institutions should be made accessible for persons with disabilities (Article 35). The decree imposes this obligation on all educational establishments, which should therefore be applicable to both the public and private sector. 

Conformity with the CRPD: According to Education Indicator 7, the legal framework of Tunisia is in conformity with the CRPD as it states that educational establishments should be accessible to persons with disabilities. 

Conformity value: 2

United Arab Emirates

Relevant legal clauses: There appears to be no relevant clauses in the readily available laws.

Conformity with the CRPD: According to Education Indicator 7, the legal framework of the United Arab Emirates does not state that educational establishments should be accessible to persons with disabilities.

Conformity value: 0

EDUCATION INDICATOR 8:

The legal framework states that public and private educational establishments have an obligation to provide reasonable accommodation to persons with disabilities

Lebanon

Relevant legal clauses: the Disability Law states that authorities and educational establishments should provide “the best conditions” that allow the participation of students holding disability cards in admission tests, lessons, official State examinations and all other tests in all educational levels, including schools, tertiary education and vocational training (Article 60-c, 62 and 63-b-1). Specific consideration is given to the planning of State examinations according to the individual needs of persons with disabilities (Article 62-b). The Disability Law includes examples of required adjustments such as making the entrance and rooms of examinations accessible, determining the time allocated for examinations, providing examination questions through accessible means of communication and allow for personal assistance and technical support through Braille machines, typing machines and sign language interpreter (Article 62-a). It also requires that the “best conditions” are elaborated by a specialized committee on education and issued by decree (Article 63-b-1). However this decree has not yet been issued. 

Conformity with the CRPD: although the legal framework of Lebanon does not refer to the term “reasonable accommodation”, it does require educational establishments to accommodate the needs of persons with disabilities to facilitate their participation in exams and lessons. The establishments’ obligation in this regard appears to focus mainly on facilitating the participation of persons with disabilities to examinations rather than on facilitate their education in general. As such, the legal framework of Lebanon is considered to be in partial conformity with the CRPD according to Education Indicator 8. 

Conformity value: 1

The Sudan

Relevant legal clauses: the Disability Law states that the competent authorities should provide interpreters for persons with disabilities to facilitate their correct understanding of lessons and exams (Art 4-2-b). 

Conformity with the CRPD: The legal framework of the Sudan does not state that reasonable accommodation should be provided to persons with disabilities in education. Although the provision of interpreters for persons with disabilities to facilitate their education is a form of accommodation, this is only one measure of accommodation that cannot be considered sufficient to comply with the CRPD general obligation of reasonable accommodation in education. As such, the Sudan is considered to be in partial conformity with the CRPD according to Education Indicator 8. 

Conformity value: 1

Tunisia

Relevant legal clauses: the Education Law states that children with special needs should be provided with adequate conditions to enjoy the right to education (Article 4). This applies to both public and private educational establishments as they are both covered by the Law. It also states that public schools should accommodate to the specificities of their social environment and the specific needs of students when determining the education programs (Article 32). The Disability Law also specifies that vocational training posts should be accommodated according to the needs of the trainee (Article 23). 

Conformity with the CRPD: According to Education Indicator 8, the legal framework of Tunisia is in conformity with the CRPD as it requires accommodation to the needs of students with disabilities in both the public and private sector.

Conformity value: 2

United Arab Emirates

Relevant legal clauses: The Disability Law requires the competent authorities to take suitable measures to provide teaching assistive devices and technologies, alternative methods that enhance communication with persons with disabilities, an accessible environment and other necessary techniques that ensure the involvement of students with disabilities (Article 13). The Disability Law also states that the educational curriculum should be provided through sign language and Braille and any other means where necessary (Article 13). As the Disability Law does not distinguish between public and private educational establishments, it is reasonable to assume that this obligation is applicable in both sectors. It is worth noting that Decision No. 166 of 2010 issued by the Minister of Education establishing the general rules for special education programs includes a series of measures to be taken to accommodate to the needs of students with disabilities, which include adjustment to the physical environment and the provision of tools and devices for students with disabilities, of accessible books for students with visual impairments and of special accessible transport.[5]

Conformity with the CRPD: According to Education Indicator 8, the legal framework of the United Arab Emirates is in conformity with the CRPD as it requires suitable measures to be taken to accommodate the needs of persons with disabilities. 

Conformity value: 2

EDUCATION INDICATOR 9:

The legal framework states that persons with disabilities have the right to receive support in the education system

Lebanon

Relevant legal clauses: There appears to be no relevant legal clauses. It is worth noting that the 2012 national education plan for the integration of persons with special needs includes objectives to establish mechanisms for the educational support of persons with disabilities, develop individual education plans, provide support for the families of students with disabilities and provide the necessary educational and technical materials.

Conformity with the CRPD: According to Education Indicator 9, the legal framework of Lebanon has no legal provisions related to the right of persons with disabilities to receive support in education.

Conformity value: 0

The Sudan

Relevant legal clauses: The Child Law states that children with special needs should be provided with social, psychological, medical, educational and vocational care and with free assistive devices that they require to overcome the effects of their impairments (Article 48-2). The Child Law also establishes child development centres, which aim to provide support to children in order to improve their education and learning experience and to provide support for families through awareness raising on how to care for the child (Article 22) but it does not appear to specifically address the needs of children with disabilities. The Education Law specifies that education is provided by establishing criteria to encourage and care for the gifted, persons with disabilities and special groups (Article 6-1-h). It is also worth noting that the Disability Law requires the competent authorities to provide incentives to gifted persons with disabilities (Article 4-2-d).

Conformity with the CRPD: According to Education Indicator 9, the legal framework of the Sudan is in partial conformity with the CRPD as it states that children with disabilities should be provided with appropriate care to overcome their impairments. It is not clear whether the provision of “appropriate care” extends to the education system and whether this would amount to the requirement of providing support for persons with disabilities in education.

Conformity value: 1

Tunisia

Relevant legal clauses: There appears to be no relevant legal provisions in the readily available laws. It is worth noting that the national plan for school integration includes providing individual support and technical and health assistance to students with disabilities as necessary, in addition to providing guidance, orientation and material support for guardians of students with disabilities.[6]

Conformity with the CRPD: According to Education Indicator 9, the legal framework of Tunisia has no legal provisions related to the right of persons with disabilities to receive support in education.

Conformity value: 0

United Arab Emirates

Relevant legal clauses: Decision No. 166 of 2010 issued by the Minister of Education establishing the general rules for special education programs includes the creation of educational support teams in schools and in special education units to accompany students with disabilities.[7]

Conformity with the CRPD: According to Education Indicator 9, the legal framework of the United Arab Emirates is considered to be in conformity with the CRPD as it establishes mechanisms to provide support in education for persons with disabilities.

Conformity value: 2

EDUCATION INDICATOR 10:

The legal framework requires that the teaching and learning of sign language, Braille, and appropriate augmentative and alternative modes, means and formats of communication is available for persons with disabilities

Lebanon

Relevant legal clauses: The Disability Law states that a specialized committee for the education of persons with disabilities is tasked with the creation of a national audio library and a national printing house for Braille writing (Article 64-b-4).

Conformity with the CRPD: According to Education Indicator 10, the legal framework of Lebanon has no legal provisions related to the teaching and learning of sign language, Braille, and appropriate augmentative and alternative modes, means and formats of communication for persons with disabilities. The above-mentioned legal clauses are not sufficient to comply with the CRPD requirements.

Conformity value: 0

The Sudan

Relevant legal clauses: The Disability Law states that the competent authorities should facilitate the learning of Braille, sign language, alternative forms of writing, technical aids, and necessary teaching methods (Art 4-2-c).

Conformity with the CRPD: According to Education Indicator 10, the legal framework of the Sudan is in conformity with the CRPD.

Conformity value: 2

Tunisia

Relevant legal clauses: There appears to be no relevant legal clauses in the readily available laws.

Conformity with the CRPD: According to Education Indicator 10, the legal framework of Tunisia has no legal provisions related to the teaching and learning of sign language, Braille, and appropriate augmentative and alternative modes, means and formats of communication for persons with disabilities.

Conformity value: 0

United Arab Emirates

Relevant legal clauses: The Disability Law states that the educational curriculum should be provided through sign language and Braille and any other means where necessary (Article 13). 

Conformity with the CRPD: According to Education Indicator 10, the legal framework of the United Arab Emirates is in conformity with the CRPD given that the provision of the educational curriculum in sign language and Braille and any other means will effectively provide opportunities for persons with disabilities to learn sign language, Braille, and appropriate augmentative and alternative modes, means and formats of communication, and will ensure that the education of persons with disabilities is the delivered in the most appropriate languages and modes and means of communication. 

Conformity value: 2

EDUCATION INDICATOR 11:

The legal framework requires that education professionals and staff are trained on working with persons with disabilities

Lebanon

Relevant legal clauses: The Disability Law states that educators should be trained on the rehabilitation of persons with disabilities whether in the general education system or in specialized units; academic specialization should be provided in the public university and all public institutes (Article 65-a). It is also worth noting that the 2012 national educational plan for the integration of persons with special needs includes the habilitation of teachers on how to teach and support persons with special needs.

Conformity with the CRPD: According to Education Indicator 11, the legal framework of Lebanon is in partial conformity with the CRPD as it requires that education professionals are trained on the rehabilitation of persons with disabilities but not on working with persons with disabilities.

Conformity value: 1

The Sudan

Relevant legal clauses: There appears to be no relevant legal clauses related to training of educational professionals in working with persons with disabilities. It is worth noting that the 2013 national plan of action on disability sets an objective to organize training sessions for 200 teachers on specialized education as part of the inclusion project (Objective 50) and for 100 trainers in vocational training centres for persons with disabilities (Objective 69).

Conformity with the CRPD: According to Education Indicator 11, the legal framework of the Sudan does not require that education professionals and staff are trained on working with persons with disabilities.

Conformity value: 0

Tunisia 

Relevant legal clauses: There appears to be no relevant legal clauses in the readily available laws. 

Conformity with the CRPD: According to Education Indicator 11, the legal framework of Tunisia does not require that education professionals and staff are trained on working with persons with disabilities.

Conformity value: 0

United Arab Emirates

Relevant legal clauses: The Disability Law states that the competent authorities should provide academic specializations to train staff working with students with disabilities, whether in the areas of early diagnosis and detection or in educational, social, psychological, medical or vocational training. According to the law, the authorities should also ensure the provision of in-service training programs in order to equip staff with the latest knowledge and experience (Article 14). The specialized committee on education is also tasked with establishing the policies for the habilitation and training of educational human resources working with persons with disabilities (Article 15). It is worth noting that Decision 527 of 2010 issued by the Minister of Education established 28 centers specialized in the training of educational professionals and staff in public and private establishments on the needs of persons with disabilities.[8]

Conformity with the CRPD: According to Education Indicator 11, the legal framework of the United Arab Emirates is in conformity with the CRPD as it requires that education professionals and staff are trained on working with persons with disabilities.

Conformity value: 2