Australian Journal of Basic and Applied Sciences 2021 March; 15(3): pages 10-15 https://doi.org/10.22587/ajbas.2021.15.3.2 ORIGINAL PAPER AENSI PUBLICATIONS Australian Journal of Basic and Applied Sciences ISSN: 1991-8178, EISSN: 2309-8414 Journal home page: www.ajbasweb.com Copyright © The Author(s) 2021. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Inclusive education and the fundamental rights of people with disabilities in a city in Peru Karin Ponce Rojas Universidad Nacional de Trujillo, Postgraduate School, Box. 13001. Trujillo. Perú Correspondence Author: Karin Ponce Rojas,Universidad Nacional de Trujillo, Postgraduate School, Box. 13001. Trujillo. Perú E-mail: kponcer@gmail.com Received date: 12 December 2020, Accepted date: 25 March 2021 Cite as: K. P. Rojas., 2021. Inclusive education and the fundamental rights of people with disabilities in a city in Peru. Australian Journal of Basic and Applied Sciences, 15(3): 10-15. DOI: 10.22587/ajbas.2021.15.3.2. INTRODUCTION In recent years the most elementary issues of a fundamental right such as education have been diluted. Actions, structures, and mechanisms have been adopted from the premise of quality and, in reality, models of segregation among students are being articulated, which entails the loss of good educational work and the essence of pedagogy. For development to occur in a society, both individuals and the state should have access to quality education. Education, therefore, becomes the indices for measuring the development capacity of both the individuals and state (Daura and Audu, 2015). Many countries are still grappling with articulating a coherent and consistent approach to inclusion, which has impacted the success of its implementation (Schwab et al., 2018). The exclusion of students with disabilities from general education because of their disability amounts to severe or systematic violations of the right to education. In some countries, having a disability can more than double a child's schooling options compared to those without. Resolving this severe discrimination is an urgent matter and for several reasons. First, to deny the right to education is to rob children of the future benefits that education brings and the opportunity to access other requests - for example, by limiting job opportunities or active civic participation during the lifetime. UNESCO (2017) indicates that education is essential for human, inclusive and sustainable development promoted by knowledge societies capable of facing future challenges with innovative strategies. The concept of inclusive education is broader than that of integration and starts from a different assumption. Inclusive education implies that all children in a given community learn together regardless of their personal, social or cultural conditions, including those with a disability. In the inclusive school, all students benefit from teaching adapted to their needs and not only those with special educational needs (Casanova, 2011). In this sense, (Cardona 2010) ABSTRACT Background: Inclusive education implies that all children in a given community learn together regardless of their personal, social or cultural conditions, including those with a disability. The segregation and exclusion of students with disabilities from general education amounts to serious violations of the right to education of these students. Objective: the objective of this research is to determine if inclusive education guarantees fundamental rights such as; civil and political rights, accessibility, health and rehabilitation, education and sports, work and employment and social protection of people with disabilities. Results: Inclusive education in general is perceived as very efficient. The dimensions associated with inclusive education (non-discrimination, availability, physical and economic accessibility, adaptability and acceptability are perceived at a very efficient level. Conclusion: there is a perception that the fundamental rights of people with disabilities are fully guaranteed and that civil and political rights, accessibility, health and rehabilitation, education and sports, work and employment and social protection are in a very efficient level. It was evidenced that inclusive education through its dimensions guarantees the fundamental rights (civil and political rights, accessibility, health and rehabilitation, education and sports, work and employment and social protection) of people with disabilities Keywords: People with disabilities, inclusion, education, human development