Introduction

We are in the city of Rio de Janeiro.

We participated in the Latin American Conference

on Easy Read - Plain Language - Easy Language (LACEL 2025).

 

In this conference we participate:

●     governments of different countries

●     international organizations

●     universities

●     civil society organizations

●     groups of people working for their rights 

in America, Spain and Portugal.

 

We met with a common goal:

to defend the right to understand.

 

The right to understand is important for:

●     Human dignity:

each person is worth for himself or herself

and deserves to be treated with respect.

 

Information in accessible language 

helps to give that respect.

●     Social inclusion:

All people should have the opportunity

to participate in their communities.

 

●     Participatory democracy:

People can have their say, 

and participate better in their community 

when they understand

what governments are communicating.

 

We are committed to working

between 2025 and 2027. 

 

We want to build a common plan 

to strengthen accessible language.

 

We believe that accessible language

is a transversal human right.

This means that it is necessary

for all aspects of life.

 
1. Basis of this Declaration

1. General ideas

The general ideas of this Declaration arise

from several international agreements: 

●     Universal Declaration of Human Rights
(United Nations General Assembly,

Resolution 217, 10 December 1948).

●     International Convention on Civil and Political Rights
(United Nations General Assembly,

Resolution 2200, 16 December 1966).

●     International Convention on Economic, Social and Cultural Rights
(United Nations General Assembly,

Resolution 2200, 16 December 1966).

●     Convention on the Rights of Persons with Disabilities (2006).

Especially the articles:
- 9 (Accessibility)
- 13 (Access to Justice)
- 21 (Freedom of expression and access to information)
- 24 (Inclusive education)
- 25 (Health)
- 27 (Work and employment)
- 29 (Participation in political and public life)
- 30 (Participation in cultural and artistic life).

●     United Nations General Assembly Resolution A/RES/77/254
(2022).

This resolution recognizes that access to information

and accessible communication are key to full participation.

It also calls on UN countries to remove communication barriers

and advocate for access to easy-to-understand information.

It also invites United Nations agencies

to include accessible language in the actions they take.

●     Marrakesh Treaty
(World Intellectual Property Organization, 2013).

This treaty recognizes that persons with disabilities

must be able to access books and other printed texts.

Countries must remove barriers to access to information.

All people should have equal opportunities

to participate in social and cultural life.

●     Declaration of Mexico on Access to Information
(OAS, 2019).

This statement affirms that clear and accessible information is the foundation of democracy.

●     Universal Declaration of Linguistic Rights (Barcelona, 1996)

and Universal Declaration on Cultural Diversity (UNESCO, 2001).

These two statements affirm

that different languages are an important part of our cultures.

So, it is necessary to protect our languages

and value their use in our communities.

●     Declaration of Salamanca
(UNESCO, 1994).

This statement affirms that all children

and young people should learn

in schools that include all people.

It also says that schools must provide

the necessary support so that everyone can study together.

 
2.    Specific ideas

Previous statements focused on separate topics 

such as education, languages or disability. 

This Statement is different

because it proposes to unite these themes

and look at them at the same time.

 

It also points out that accessible language

is important for many areas of life

and not just for a particular topic.

 

Accessible language allows all people 

to have the same opportunities to understand, 

decide and participate.

This favors a fairer and more united society.

We recognize that today, in our countries,

differences in education, access to technology, and language

are the main causes of social

and labor exclusion.

 

Cognitive accessibility is an important tool

for all of us to be able to:

●     learn and understand what we read

●     make decisions

●     work and look for work

●     participate in cultural activities

●     exercise our rights on equal terms.

 

This Declaration relates to other international agreements and agendas:

●      UNESCO (Education 2030)

●      ECLAC (Regional Agenda for Social Inclusion)

●      MERCOSUR (Strategic Plan for Social Action) 

●      United Nations (2030 Agenda and SDGs 4, 8, 10, 16 and 17).

We propose that accessible language

be a theme that is present in all the policies of our countries:

educational, cultural, technological and digital.

 

This Declaration defends these ideas:

 

●     Transversality:

The right to understand is the central theme.

This right allows other topics to be analyzed

such as education, culture, work, technology,

public communication

and participation in government.

 

●     Ibero-American and Pan-American perspective

This Declaration is addressed to the countries of America

and also to Spain and Portugal.

This Declaration recognizes Spanish and Portuguese

as languages that allow inclusion in the Americas.

 

• Diversity

It also promotes the diversity

of indigenous, creole and local languages 

because all these languages are part of our American identity

and should be respected and valued.

 

●     Structural, non-healthcare approach

Accessible language is not an isolated aid

for a small group or minority of people.

Accessible language is built for the whole society.

It is very important for activities and jobs

who need to move forward with information and knowledge.

 

●     Multi-format and multi-channel intervention

Accessible language must be present in different media.

For example:

●     texts 

●     websites and apps

●     audiovisual materials

●     communication materials.

Accessible language must respect universal design 

and access to technologies.

 

●     Civil governance and regional cooperation

The declaration encourages creation 

of the Ibero-American and Pan-American Network of Accessible Language.

This Network will be a technical and plural space with:

●     civil society organizations

●     universities

●     public organizations

●     private organizations,

●     and others interested in accessible language.

 

This Statement is not a substitute for 

previous international agreements.

This Declaration relates to these agreements

and connects them from the idea of accessible language.

 

It also reinforces the idea of cognitive justice:

all people should have equal opportunities

to understand information

and use that knowledge

to study, work, and participate in society.

 
3. Most important idea

The right to understand

is a right that allows all other rights to be exercised.

To ensure this right, it is necessary that:

●     countries

●     international organizations

●     universities and study centres

●     and civil society organizations

work together

This Declaration seeks to build that union

and joint work with all the countries

of America, Spain and Portugal.

 

We hope to work for inclusive, participatory

and accessible communication for all people.

 

2. Current situation and challenges
 

● Inequalities in reading and writing

and understanding information in digital media

These inequalities continue to be a barrier

to inclusive development in our countries.

 

● Poorly connected laws and public policies

Laws and public policies on accessible language

are still not well connected to each other. 

 

That is why it is necessary

to improve communication between 

●     governments

●     universities

●     enterprises

●     and social organizations.

 

● Differences in access to technology and language

Differences in access to technology

and access to language

occur at the same time.

As a result, millions of people cannot access content

that they can understand in their own languages

or in accessible formats.

 

● Artificial intelligence and automation

The expansion of these technologies

opens up opportunities for inclusion.

But there may also be a risk of exclusion

when technologies are not created

with accessibility in mind.

 

● Need to work together

Reducing these differences

requires long-term cooperation between:

-       countries

-       sectors 

-       and communities

Cooperation should ensure knowledge exchange

and that countries accept the same rules

to work together.

 

3. Ideas that build the Declaration
 
● Right to understand

Everyone has the right to receive information

and to communicate in accessible formats:

●     oral
●     written
●     digital materials
●     imagery
●     augmentative or alternative systems of communication.

Accessible information should allow to:
●     understand
●     decide
●     participate on an equal basis.

● Accessibility

Universal design proposes to create:

●     texts
●     environments
●     technologies
●     services

that all people can use and understand.

Accessibility also includes:

●     to be able to understand
●     to be able to communicate.
 
● Active participation

People must participate 

in the creation and validation of accessible materials

and inclusive communication.

This includes:

●     people with disabilities
●     people with low reading or writing
●     people who speak indigenous languages
●     groups and communities with technical or life experience

Participation must be real

to influence important decisions

on the accessibility of content, environments and public policies.

 
● Linguistic plurality

Accessibility recognizes and respects the diversity of languages:

●     Spanish
●     Portuguese
●     English
●     French
●     Indigenous languages
●     Sign languages

This diversity is part of cultural identity

of America, Spain and Portugal.

This diversity of language is the basis

of inclusive communication.

 
● Professional ethics

Creating and validating accessible texts

They must be carried out with:

●     knowledge 
●     commitment
●     proven quality
●     fair labor recognition.
 

● Regional cooperation
The countries of the South and the whole of America
should work together to create common rules on:
●     accessible language
●     cognitive accessibility

This cooperation recognizes the relationship between:
●     accessibility
●     education
●     culture
●     work

Regional cooperation should:
●     bring together different knowledge and experiences
●     promote universal design
●     promote accessible technologies
●     include the diversity of languages.
  

4. Shared commitments

 
We are committed to:

● Promote public policies and practices

that recognize accessible language as a human right

that crosses all other rights.
 

Accessible language is essential for:
-       education 
-       culture 
-       work
-       equality in understanding
-       participation
-       life in democracy.
 

● Incorporate cognitive accessibility in all stages of the design of:
-       policies
-       services
-       technologies.
 
Ensure that the creation and control of accessible information

include the active participation of:
-       civil society
-       universities and study centres
-       local communities
 
● Develop accessible literacy and vocational training programmes in:
●     easy to read
●     plain language
●     audiovisual translation
 
These programs must have:
●     certification
●     labor recognition
●     technical cooperation between countries.

● Support research on different topics

- participatory evaluation

- and the production of evidence on understanding,

impact and participation.

 

This evidence should guide

• public policies
• knowledge-based decision
• good practices
• evidence.

 
● Promote in the region: 
-       forms of cooperation
-       observatories
-       training platforms that ensure the continuity

of accessible language policies and their monitoring

by several countries.
 

● Create and strengthen national Ibero-American

and Pan-American networks such as

the Pan-American Network of Accessible Language.

These networks must:
-       coordinate efforts
-       share learning
-       promote social innovation in cognitive accessibility.
 

● Promote collaboration and exchanges with:
-       civil society organizations
-       universities
-       academic institutions in other regions.

Promoting this cooperation in political agreements

which are known as South-South and South-North.

 
5.    Main lines of action 2025–2027

 

● Advocate for accessible education and literacy

Promote education programs in plain language, easy language and easy read at all educational levels.

 

● Develop accessible technology and artificial intelligence

Promote cognitive accessibility to be present in:

-       digital platforms

-       software

-       and content created with automatic systems.

Technology must have an ethical use

and respect the right to understand.

 

● Support audiovisual culture and mediation

Promote the creation of accessible and multi-language versions of:

-        cultural works

-        museums

-        media

-        and libraries.

 

● Ensure that public communication 

is clear, true and understood.

 

● Strengthen cooperation in the region.

• Build lasting alliances between:
• governments
• universities
• organizations of persons with disabilities
• civil society organizations

 

This cooperation can be within policies

known as South-South and South-North.

 

● Promoting accessible language at the United Nations

To ensure accessibility in all your communication:

-       in the spaces where treaties are worked on

For example: CRPD, CRC, HRCt and CESCR.

-       in United Nations agencies

-       in the strategy known as UNDIS.*

 
6.    Nature and follow-up

This Declaration is made in the city of Rio de Janeiro

on October 30, 2025.

 

It is the result of the agreement between public, 

social and academic actors who participated in LACEL 2025.

 

We invite:

●     countries  

●     international organizations

●     universities

●     social organizations

to disseminate this Declaration, to implement it and to evaluate its principles.

 

We also invite to: 

●     present progress at the 2026 Follow-up Conference,

at the United Nations General Assembly.

 

●     share these developments in 2026 in CRPD-related sessions,

for example at the COSP meeting.

 

7.    Meaning and projection

The Rio Declaration sets out a vision

about Accessible Language

from the countries of America, Spain and Portugal. 

 

This vision understands accessible language

as a human right that cuts across all other rights

and as a tool for inclusive participation.

 

The Declaration seeks to ensure that no person is left out of:

– full participation 
– education 
– work 
– access to health 
– participation in public and private life 
– access to justice 
– the digital world.

 

These barriers should not exist due to lack of understanding.

 

The Declaration affirms that understanding is not a privilege.

Understanding is a concrete way of exercising dignity and freedom.