Article 24: Education
104. Taiwan has yet to set deadlines for completely inclusive education in accordance
with Points 62a) and 63a) of the Concluding Observations of the ROC’s Initial
CRPD Report. Currently, Taiwan’s educational system has adopted integrated
education, as opposed to inclusive education as required by the CRPD. In fact,
some schools are even under the misconception that only students with
disabilities require inclusive education.
105. According to General Comment No. 4 of the CRPD, completely inclusive
education shall be incorporated at all educational levels. However, to NHRC’s
knowledge, the progress of inclusive education in preschool education as well as
in lifelong learning has trailed considerably behind. In preschool education,
students with disabilities are often rejected by other parents, showing that the
concept of inclusive education must still be preached. Concerning lifelong
learning, the MOE indicated in CRPD Second Report that it had invited local
governments to request community colleges to incorporate important CRPD
principles into their curriculum design, but actual cases of implementation remain
to be seen. Therefore, the NHRC recommends that the MOE formulate specific
measures to encourage community colleges to admit students with disabilities
and make reasonable accommodation based on the needs of students with
different disabilities.
106. The CRPD Second Report mentioned that the SEA prohibited schools from
refusing students on the grounds of disability. Nevertheless, according to
representatives of disabled persons’ organizations, in recent years, schools have
repeatedly rejected students with disabilities. Among the most common reasons
for rejection were that they did not possess sufficient software and hardware
resources to accommodate students with disabilities. Pursuant to Article 2 of the
CRPD, refusal to make reasonable accommodation constitutes discrimination.
The NHRC asserts that the central and local competent education authorities
should ensure that educators and schools at all levels develop a correct
understanding of what reasonable accommodation is and, on the premise of equal
rights, make reasonable accommodation to meet the needs of students with
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