The impact of article 24 of the CRPD on special and inclusive education in Germany, Portugal, the Russian federation, and the Netherlands

The purpose of this chapter is to explore the impact of Article 24 of the United Nation’s Convention on the Rights of Persons with Disabilities (CRPD) on special and inclusive education in Germany, Portugal, Russia, and the Netherlands. The countries were selected because they are at a different stage regarding the implementation of Article 24. Through a four-country cases approach, we (a) examine the CRPD Committee policy recommendations to the states parties; (b) delineate significant changes in the domestic legislation of the four countries; (c) analyze the impact of Article 24 and the CRPD Committee’s recommendations on education system as a whole; (d) explore the implications for the organization of special and inclusive education in the four countries; (e) portray social, political, and academic debates surrounding the implementation of Article 24; and (f) discuss the consequences for the special educational needs and learning of the full spectrum students with disabilities (SWD), as well as for their robust inclusion in a multifaceted education system. Key issues, emerging from these country case analyses in achieving a quality inclusive and special education of SWD, are identified and analyzed.