Full participation is one of the general principles in the United Nations Convention on the Rights of Persons with Disabilities (CRPD) for enabling the enjoyment of human rights. This concept cuts across all issues in the Convention, and is a specific obligation of states/parties that have ratified the Convention document. Other general principles relevant to the education of deaf persons are respect for the evolving capacities of children with disabilities and respect for their right to preserve their identities. The latter is related to the linguistic and cultural identity of the deaf community stated in Articles 24(2)(b) and 30(4). Both principles are essential to full enjoyment of human rights by deaf students in educational contexts. According to Article 24, on education, learning life and social development skills facilitates full and equal participation of persons with disabilities. With respect to deaf students, facilitating the learning of a sign language, promoting the linguistic identity of the deaf community, and ensuring that education is delivered in the most appropriate languages are the measures adopted by the ratified states to enable full and equal participation. The states must also take appropriate measures to employ teachers who are qualified, at least in the use of a sign language. These measures reflect culture-sensitive approaches to guiding students in learning skills that match their personalities, needs, and ways to live as deaf persons. This is part of the CRPD's recognition of the diversity of persons with disabilities and that these individuals can and do contribute to human, social, and economic development. [This article is excerpted from Jokinen, M. (2016). Inclusive education--A sustainable approach? In G. A. M. De Clerck & P. V. Paul (Eds.), "Sign language, sustainable development, and equal opportunities" (pp. 105-117). Washington, DC: Gallaudet University Press.]