should provide sanctions for those who do not comply with the provisions contained therein. 210. In the scope of Quality and Inclusive Education, the Government through its partners has established access facilities such as ramps, accessible classrooms, short blackboards, latrines, etc., but does not establish the time horizon for teacher training and other material conditions (Braille, sign language) to accommodate the child with disabilities and as a result, the student, is excluded in an inclusive education, especially in traditional communities. 211. Access to medical services is deficient, as there are no doctors who understand sign language for dialogue with children with disabilities, if they are not accompanied by an assistant. 212. The reality is that, there are still no means of transport which accommodate the space and comfort of disabled people in public or private transport, making children with disabilities lose the opportunity to access the various services, including health and education. 37