at providing “schools with appropriate accommodation and individual support” for these persons. The Convention on the Rights of Persons with Disabilities unambiguously recognized the link between inclusive education and the right to education of persons with disabilities in article 24 as follows: “States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and lifelong learning.” The Salamanca Statement on Principles, Policy and Practice in Special Needs Education of UNESCO in 1994 establishes the obligation of States to ensure an inclusive education system. It asserts that education for all could not be achieved without including all types of learners in one learning environment. Notably, its paragraph 2 states that “regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all”. In CEDAW, the right to education of women with disabilities is contained in Article 10, which emphasizes the obligation of states to provide women equal opportunities, standards and conducive environment to pursue education including elimination of any stereotyped concept of the roles of men and women at all levels and in all forms of education, equal opportunity to access scholarships and study grants, active participation in sports and physical education, and access to specific educational information such as family planning. National policies, programs and services targeting women with disabilities The government has long institutionalized public policy support for inclusive education of women with disabilities. The 1987 Philippine Constitution provides for the establishment and maintenance of free public education in the elementary and high school levels, with elementary education being compulsory for all children. The Constitution also encourages “non-formal, informal and indigenous learning systems, as well as self-learning, independent and out-of-school study programs, and to provide adult citizens, the disabled and out-of-school youths with training on civics, vocational efficiency and other skills.” The promotion of inclusive education of women with disabilities is contained in several laws. Most notably, the Magna Carta for Persons with Disability recognizes the right of persons with disabilities to quality and accessible education and highlights provisions of education assistance including scholarships, grants, financial aids, and subsidies for persons with disabilities to pursue primary, secondary, tertiary, post tertiary, as well as vocational or technical education in both public and private schools. This was further strengthened by RA 10754 or An Act Expanding the Benefits and Privileges of Persons with Disability. Likewise the Education Act of 4