Article 24 CRPD Compliance in Inclusive Education: Indonesia and Malaysia Compared
DOI:
https://doi.org/10.22437/up.v7i2.54005Keywords:
inclusive education;, right to education;, children with disabilities;, article 24 crpd;, comparative law;Abstract
Background: The fulfilment of the right to education for children with disabilities is part of human rights protection that requires an inclusive, non-discriminatory, and accessible education system. Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) obliges States Parties to guarantee inclusive education through barrier removal, reasonable accommodation, and individualized support. However, Indonesia and Malaysia still face implementation challenges, including limited accessible facilities, insufficient special education teachers, and weak policy enforcement. Methodology: This study uses normative legal research with statutory, conceptual, and comparative approaches. The analysis applies Article 24 CRPD and the AAAQ framework, namely availability, accessibility, acceptability, and adaptability. Objective: This study aims to analyse inclusive education regulation in Indonesia and Malaysia, assess their compliance with Article 24 CRPD, and formulate legal and policy harmonization measures. Findings: Both countries have recognized the right to education for persons with disabilities, but their compliance remains partial. Indonesia faces fragmented regulation, decentralized implementation, and weak monitoring, while Malaysia still faces challenges in reasonable accommodation, individualized support, and rights-based evaluation. Originality: This study shifts the analysis from descriptive policy comparison to international legal compliance assessment.
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