ANNUAL REPORT 2015 E. ‌Policy recommendation for the promotion of the right to education in the integrated education environment for the disabled According to the 2014 survey to promote the right to education for disabled students, it turned out that the integrated education environment was in fact limited to the superficial fusion of kids with disability and kids without. Response from general teachers, special education teachers, parents, and assistant personnel in typical schools suggested that 36.7% of disabled students experienced in-school violence. While verbal violence (teasing, insults, threats, and name calling) accounted for 24% of the total, bullying (robbery/extortion, brutal acts, forced errands, and alienation) for 19.2%, and physical violence (destruction of properties, beating, and physical punishment) for 16%. In response to improve the situation, the Commission has: 1. ‌strengthened the activity of the Permanent Monitoring Group to Protect Human Rights of Disabled Students that had been in operation at support centers for special education under local Metropolitan and Provincial Offices of Education since 2012; 2. ‌built a system that can provide communication support upon investigation or counseling process when a disabled student is either an offender or victim of school bullying; 3. ‌had a disability expert participate in the local Committee on School Violence under the local Metropolitan and Provincial Offices of Education, which are in charge of retrial of school bullying cases; and 4. ‌conducted a capacity building program to help disabled students with their self-efficacy skills, and strengthened a preventive education program to prevent school bullying for all students. In addition, the Commission issued recommendations to: 1. ‌employ more assistant personnel considering gender balance, and conduct human rights education for them on July 2nd; 2. ‌allocate more budget on supporting educational conveniences and provide an effective and accurate guide to them; 3. ‌conduct research on supporting educational conveniences, including advantages during tests and compensation in evaluation, considering the disability level and characteristics of a student; and 4. ‌strengthen research effort to improve general teachers’ capacity to manage the integrated class. 22 | National Human Rights Commission of Korea