ABSTRACT
This chapter sets out a case for the adoption of structural indicators as a means of ensuring inclusive education under international human rights law. It begins first by elucidating what inclusive education consists of and the positive and negative obligations that exist on the part of public authorities as a matter of international human rights law. An argument is then advanced for the use of structural indicators as a means of measuring compliance with these obligations. Bearing in mind the overlap between a state’s national and international foreign policy concerns, it is contended the data arising from the use of such structural indicators provides a vital point of reference for the monitoring and strategic evaluation of state practice to ensure inclusivity in education.
