这种障碍和陈旧观念突显了在政策和法律框架内明确表达各项权利并作出严格规定所具有的重要意义。
Such barriers and stigmatization underscore the imperative of keeping rights clearly articulated and entrenched in policy and legislative frameworks.
据此，组织有关融合型教育的提高认识运动，更广义地，组织提高对于《残疾人权利公约》的提高认识运动，以及为教师和终生教育所涉及的其他专业人员提供培训方案，都具有根本意义。
Consequently, the institution of awareness-raising campaigns on inclusive education and, more broadly, on the Convention on the Rights of Persons with Disabilities, as well as training programmes for teachers and other professionals related to lifelong learning, are essential.
37. 兼容并蓄经常被误解为会造成令人无法承受的费用、不切实际或仅涉及残疾人问题。
Inclusion is too often misconceived as prohibitively expensive, impractical or a strictly disability-specific issue.
但是，研究表明，那些适当采用融合型教育模式的国家发现，这类教育的实施和运作可以比将单独的特殊教育服务方式要节省；它对儿童具有更广泛的教育和社会益处，并且十分有助于教育工作者的持续业务发展和工作满意度。
Research suggests, however, that States that have appropriately implemented the inclusive education model have found it can be less costly to implement and operate than segregated special education services; have broader educational and social benefits for children and contribute significantly to the ongoing professional development and job satisfaction of educators.
38. 这并不是说，实施融合型教育的成功不会牵涉到任何资源问题。
This is not to say that inclusive education, in order to be implemented successfully, is without resource implications.
《普及教育2000年评价》预测，在全球普及教育将需要捐助方每年增加大约80亿美元的财政支助。
It was estimated in the Education for All 2000 Assessment that achieving education for all globally would require an increase in financial support by donors of approximately US$ 8 billion a year.
由于许多国家资源有限，而且资源必须分配到社会的一系列不同部门，各国就必须采用“最大限度利用现有资源”其方式应当能使资源得到最佳利用，并且能集中用于达到明确的基准。
Given that many countries have limited resources that have to be divided among a range of social sectors, it is important that States use the “maximum of available resources” in such a way that resources are used optimally and focused on meeting clear benchmarks.
这要求尽早查明并实施适当的、低费用高效率的措施。
This implicates the necessity of early identification and implementation of appropriate, cost-effective measures.
国家人权行动计划以及基于人权的预算编制将有助于所有这些措施取得成功。
National action plans for human rights as well as rights-based budgeting will contribute to the success of all such measures.
同样，十分重要的是要保证教育经费的可持续性。
Similarly, it is important to ensure the sustainability of education funding.
如果教育方案的确定是为了保证进一步的兼容并蓄，随之预算却受到削减，那么对兼容并蓄造成的消极影响是显然易见的。
If education programmes are set to ensure greater inclusion and then the budget is cut, the adverse effects on inclusion are obvious.
39. 在鼓励和保护一般教育权方面一项突出的难题显然是保证教育系统满足残疾人的特殊教育需要。
A particular challenge in the context of promoting and protecting the general right to education is, clearly, the need to ensure that the education system meets the special education needs of persons with disabilities.
上文提到，以前对付这一难题的办法是提供隔离式学校。
An early response was, as noted above, to provide segregated schools.
尽管隔离教育在一些方面具有积极意义(例如促进了与一些同侪群体的社会接触、以及一些特定的学术成就)，但是这种教育往往会更进一步使残疾人受到社会排斥和造成固定类型印象，并损害其切实参与社区生活的能力。
While positive in some respects (for instance, facilitating social contact with some peer groups, and specific academic achievements), segregated education has tended to perpetuate the marginalization and stereotyping of persons with disabilities and to reduce their capacity to participate effectively in community life.
现在已经普遍认识到，主流学校接纳残疾学员会带来重多的心理优势，同时能通过与不同学员群体的经常和自然交往而更多地满足其心智、尤其是社会和感情方面的需要。
It is now widely recognized that inclusion of learners with disabilities in mainstream schools confers significant psychological advantages, as well as greater fulfilment of intellectual and, especially, social and emotional needs through regular and natural interaction with a diverse group of learners.
目前的难题是如何为这些学员在主流学校中最佳提供恰当机会。
The current challenge is how best to provide appropriate opportunities for these learners within mainstream schools.
有必要对此继续开展相关的研究。
Continued research to this effect is necessary.
40. 但是，特殊教育和融合型教育之间的关系依然异乎寻常地复杂。
However, the relationship between special education and inclusive education remains extraordinarily complex.
例如，在开始教育之时，失聪学员需要学习手语，失明学员需要学习盲文。
For example, it is necessary for deaf learners to learn sign language and blind learners to study Braille at the beginning of their education.
这方面的学习，即使在坚持融合型教育的学校里，都必须采用例如将聋哑学童与无听觉困难学童分开的方式来进行。
Such learning may take place, even in a school committed to inclusion, by way of separation of, for instance, a deaf learner from those that hear.
因此，在这里兼容并蓄的目标可能会受到限制。
Here, therefore, the goal of inclusion might be thwarted.
另一个难题上文曾简单地提到过，就是“融汇”与“融合”的混淆，前者是指残疾学员仅仅被安排在主流学校里，却并不同时考虑其特殊需要而提供进一步的帮助。
Another challenge, briefly touched on above, arises when “integration” is confused with “inclusion”: where learners with disabilities are merely placed in mainstream schools without the additional support required to accommodate their individual needs.
在没有充分融合的情况下简单地“融汇”残疾学员可能会造成这些学员的孤立，并最终造成满足所有学员教育需要的障碍。
The “integration” of learners with disabilities without full inclusion can lead to isolation of the learner and ultimately, an obstacle to meeting the education needs of all learners.
41. 出于上述种种情况，特别报告员强调指出，不应当将融合型教育模式看成是 “一种体制作适用于所有情况”的解决办法。
A combination of the above leads the Special Rapporteur to underline the fact that the inclusive education paradigm should not be seen as a “one-system-fits-all” solution.