From the WBU:
I am pleased to announce that the UN Committee on the Rights of Persons with Disabilities (CRPD), an 18 member Committee of experts, issued a statement in support of the ICEVI – WBU Global Declaration on Braille Literacy at the closing of its 35th session held from August 12 – 27, 2026 in Geneva, Switzerland.
The Committee welcomed the Global Declaration on Braille Literacy, holding that it is “a significant initiative of organizations of persons with disabilities and civil society organizations to strengthen implementation of the United Nations Convention on the Rights of Persons with Disabilities.” The Committee further stated that ““By reaffirming braille literacy as both a human rights obligation and a strategic investment in national development, the Declaration provides States Parties with an evidence-informed framework for advancing the educational achievement, independence, and full participation of persons who are blind, deafblind or partially sighted in accordance with the Convention.”
Full Statement
Committee on the Rights of Persons with Disabilities
35th session (12-27 August)
Geneva, 27 August 2026
Braille Literacy in Education: Implementing the Convention on the Rights of Persons with Disabilities
The Committee welcomes the Global Declaration on Braille Literacy in Education, jointly issued by the World Blind Union (WBU) and the International Council for Education of People with Visual Impairment (ICEVI), a significant initiative of organizations of persons with disabilities and civil society organizations to strengthen implementation of the United Nations Convention on the Rights of Persons with Disabilities.
The Committee notes that the Declaration clarifies how existing obligations under the Convention should be implemented to ensure equitable access to braille literacy.
The Committee considers that the Declaration is grounded in the Convention, and is particularly related to Articles 9 (Accessibility), 21 (Freedom of Expression and Opinion, and Access to Information), 19 (Living independently and being included in the community), 21 (Freedom of expression and opinion, and access to information), and 24 (Education), and 30 (Participation in cultural life, recreation, leisure and sport). Together, these provisions require that persons who are blind, deafblind or partially sighted have access to information and education through appropriate modes of communication, including braille. The Declaration therefore presents braille literacy not as a specialised educational service, but as a fundamental means through which States Parties fulfil their obligations under the Convention.
The Declaration highlights the strong relationship between braille literacy and improved educational attainment, employment, economic participation, and independent living. Available research and evidence demonstrate that investment in braille instruction delivers measurable social and economic returns while advancing equality, inclusion, and full participation. The Declaration also addresses the misconception that digital technology has diminished the importance of braille. Instead, it recognises that accessible digital technologies and braille are complementary and mutually reinforcing. Screen readers synthetic speech, and audiobooks expand access to information but do not replace the literacy competencies developed through reading and writing braille. Digital technologies, including braille note-takers, refreshable braille displays and dedicated braille practice applications, facilitate braille access, use, learning and literacy. Together, braille and accessible technology provide the strongest foundation for educational achievement and lifelong participation. To that end the Committee highlights the need to ensure interoperability between accessible and assistive technologies.
To strengthen implementation of Article 24, the Declaration calls on States Parties to incorporate braille literacy into national legislation and education policy, ensure timely assessment of learners’ requirements, provide qualified specialist teachers and accessible learning materials, guarantee equitable access regardless of geography or resources, and sustain long-term investment in braille education systems. These recommendations align closely with the Convention’s principles and obligations of accessibility, inclusive education, equality of opportunity, and international cooperation.
The Committee welcomes that Declaration has received broad international endorsement from organisations of persons with visual impairment, educational institutions, professionals, researchers, and advocates. This support reflects a growing global consensus that braille literacy remains essential to achieving inclusive and equitable education.
By reaffirming braille literacy as both a human rights obligation and a strategic investment in national development, the Declaration provides States Parties with an evidence-informed framework for advancing the educational achievement, independence, and full participation of persons who are blind, deafblind or partially sighted in accordance with the Convention.
The Committee calls upon United Nations concerned departments and units to continue providing documents in Braille, pursuant to their duties under the United Nations Disability Inclusion Strategy, so that persons with disabilities who are blind can have ongoing access to information and updates.