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.
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 ). Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000245656
Thompson Policy Institute on Disability
Attallah College of Educational Studies
Donald N. Cardinal
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