International law approaches the right to education
for children with disabilities in a rather generic way. This means that the
rights of children with intellectual disabilities have to be gleaned from the
general provisions of the conventions. In view of the centrality of intellectual
capacity in the context of education, it is imperative to decipher the import
of the right to education for children with intellectual disabilities. For this
purpose, this chapter explores the content of international law on the right to
education of children with intellectual disabilities. It uses two case studies
to assess the approach of African states to the domestication of the obligations
in this regard. Kenya and South Africa have both ratified the CRC, ACRWC and the CRPD. Further, Kenya has ratified and South Africa signed the
International Covenant on Economic, Social and Cultural Rights (CESCR).Department of HE and Training approved lis
