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

Audri Sandoval-Gomez; Meghan Cosier; Donald N. Cardinal

Vol. 12 No. 3 (2020) Special Issue: The Future of Inclusive Education: International Trends Promoting Access and Equity for All

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

Audri Sandoval-Gomez
Meghan Cosier
Donald N. Cardinal

Published January 24, 2020 | Pages: 233-234 | Views: 284

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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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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

Affiliations

Audri Sandoval-Gomez

Thompson Policy Institute on Disability

Meghan Cosier

Attallah College of Educational Studies

Donald N. Cardinal

Chapman University

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How to Cite

Sandoval-Gomez, A., Cosier, M., & Cardinal, D. N. (2020). Inclusion and the Right to Access to Regular Classes for Students with Disabilities. International Electronic Journal of Elementary Education, 12(3), 233–234. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1085