Comprehensive and coordinated efforts for the management of autism spectrum disorders: https://apps.who.int/gb/ebwha/pdf_files/EB133/B133_4-en.pdf
Autism spectrum disorders comprise a range of developmental disorders characterized by impairment in functions related to central nervous system maturation. This umbrella term covers conditions such as autism, childhood disintegrative disorder and Asperger syndrome. These disorders are characterized by a varied mixture of impaired capacity for reciprocal socio-communicative interaction and a restricted, stereotyped repetitive repertoire of interests and activities. These conditions currently belong to the category in the International Statistical Classification of Diseases and Related Health Problems (Tenth revision) of pervasive developmental disorders, within the broader category of mental and behavioural disorders.

Convention on the Rights of Persons with Disabilities: https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf
The Convention on the Rights of Persons with Disabilities and its Optional Protocol (A/RES/61/106) was adopted on 13 December 2006 at the United Nations Headquarters in New York, and was opened for signature on 30 March 2007. The Convention entered into force on 3 May 2008. The Convention follows decades of work by the United Nations to change attitudes and approaches to persons with disabilities. It takes to a new height the movement from viewing persons with disabilities as “objects” of charity, medical treatment and social protection towards viewing persons with disabilities as “subjects” with rights, who are capable of claiming those rights and making decisions for their lives based on their free and informed consent as well as being active members of society. The Convention is intended as a human rights instrument with an explicit, social development dimension. It adopts a broad categorization of persons with disabilities and reaffirms that all persons with all types of disabilities must enjoy all human rights and fundamental freedoms. It clarifies and qualifies how all categories of rights apply to persons with disabilities and identifies areas where adaptations have to be made for persons with disabilities to effectively exercise their rights and areas where their rights have been violated, and where protection of rights must be reinforced.

Disability studies and inclusive education — implications for theory, research, and practice: https://www.researchgate.net/publication/236221750_Disability_studies_and_inclusive_education_-_implications_for_theory_research_and_practice
This paper serves as a broad introduction to Disabilities Studies in Education (DSE). The emergence of DSE over the last decade has resulted in a vibrant area of academic scholarship as well as a critical forum for social/educational advocacy and activism. First, the authors trace the roots of DSE in the growth of disability studies (DS) within the UK and the USA. Second, they describe the formation of international networks dedicated to DSE. Third, they chart the evolution of DSE's conceptual framework, complete with tenets and examples, carefully crafted over time by a community of scholars. Fourth, they comment upon twelve papers selected for this special double issue of the International Journal of Inclusive Education, highlighting the contribution of each toward both advancing and elucidating the tenets within the conceptual framework of DSE. Finally, the authors close with reflections on the significance of DSE, contemplating what it offers theorists, researchers, and practitioners, as well as highlighting future possibilities.