Thank you, Mónica.
Inclusion International has been pleased with the increased global support for inclusive education, such as in the Convention on the Rights of Persons with Disabilities, which was ratified by Canada in 2012, the commitment to inclusive education in the sustainable development goals and the conclusion of the United Nations Transforming Education Summit.
However, despite these international commitments, Inclusion International has found that mainstream development projects fail to include people with intellectual disabilities and, in many cases, promote segregation and other human rights violations. Data available through the OECD demonstrates that people with intellectual disabilities are excluded from nearly all projects funded through official development assistance. I believe the clerk has shared with you a link to a study we did that shows the very low investment by OECD members in education that includes learners with disabilities. Within OECD country investments, 42% of the education programming is not compatible with the Convention on the Rights of Persons with Disabilities.
Similarly, a review of investments by the Global Partnership for Education found that most investments in the education of learners with disabilities were for learners with physical or sensory disabilities and most were for segregated programs. Many attempts to increase participation in education for learners with disabilities—or for girls, for refugees, for minorities, for LGBTQ+ children and youth—focus on barriers for specific groups. Inclusion International argues that what is needed is a—