Inclusion and the Right to Access to Regular Classes for Students with Disabilities

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Audri Sandoval-Gomez Meghan Cosier Donald N. Cardinal

Abstract

In the past decades many countries have made progress toward increasing access to quality education for students with disabilities, yet The World Bank (2019) estimates that 85% of children with disabilities continue to lack access to any schooling. The right to access for K-12 students with disabilities has been recognized globally and locally in many countries across the world (United Nations Education, Scientific and Cultural Organization [UNESCO], 2016), with each country making decisions on how to increase access to regular classes based on local contexts and needs.

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How to Cite
SANDOVAL-GOMEZ, Audri; COSIER, Meghan; CARDINAL, Donald N.. Inclusion and the Right to Access to Regular Classes for Students with Disabilities. International Electronic Journal of Elementary Education, [S.l.], v. 12, n. 3, p. 233-234, jan. 2020. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/1085>. Date accessed: 21 feb. 2020.
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References

Ryndak, D., Alper, S., Hughes, C., & McDonnell, J. (2012). Documenting impact of educational contexts on long-term outcomes for students with significant disabilities. Education and Training in Autism and Developmental Disabilities, 47(2),127-138. Retrieved from https://www.jstor.org/stable/23880094

The World Bank. (2019, April 12). Inclusive Education Initiative: Transforming Education for Children with Disabilities. Retrieved from https://www.worldbank.org/en/topic/socialdevelopment/brief/inclusive-education-initiative-transforming-education-for-children-with-disabilities

United Nations Education, Scientific and Cultural Organization [UNESCO]. (2016). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. (Call number 37.018.8 EDU [452]). Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000245656