Inclusive Education in Yemen: Policies, Practices, and Barriers

In Ethiopia, students with disabilities (SWDs) face various learning barriers, inequalities, and inequities. Overcoming SWDs’ obstacles is a critical component of inclusive higher education strategies. Currently, e-Learning is preferred to ensure inclusive education and resolve the challenges of SWDs. Therefore, using a mixed research design, this research assessed the policies, legislation, and practices of Higher Education Institutions (HEIs) in Ethiopia concerning e-Learning and its integration into inclusive education for SWDs. Two survey questionnaires (largely consisting of Likert questions) were developed and distributed to 100 SWDs and 18 university instructors randomly selected from three purposively selected HEIs to collect quantitative data. Then, the survey data was analysed using SPSS (version 26) with descriptive statistics using percentages and count/frequency. The qualitative data was collected using document reviews and eight key informant interviews (KIIs) with purposefully selected stakeholders and officials of the three HEIs. The qualitative data was analysed by categorizing and tabulating it under different thematic areas. According to the findings, despite progress in ICT infrastructure, the development and implementation of e-Learning in Ethiopian HEIs are in their infancy and far from meeting the needs and interests of SWDs in the teaching-learning process. The major constraints include the resistance of many university lecturers to technology-assisted education; a lack of basic digital skills among lecturers and students; the absence of adequate e-Learning policies and legislation concerning inclusive education; and a lack of coordinated efforts from stakeholders to ensure institutional and national support to incorporate e-Learning into inclusive education. Consequently, in response to these constraints, we recommend: enacting comprehensive HEI policies and legislative frameworks that integrate e-Learning and inclusive education; providing adequate and periodic training to SWDs, faculty, and ICT personnel of HEIs; offering free or low-cost internet services and digital end devices to users; and conducting similar studies on e-Learning and inclusive education.

This article is a descriptive review of several policy documents initiated by the government of India regarding inclusive and equitable education for students with disabilities to bring them into the mainstream education system. India has one of the most progressive disability policy frameworks for educating students with disabilities among developing countries. Over the last three decades, the government of India is taking various initiatives and policy programme to promote inclusive and equitable education for students with disabilities. The most recent policy in India, the National Education Policy 2020, focuses on inclusive and equitable education for students with disabilities. Some other major initiatives focused on inclusive education for students with disabilities at different levels of education like Sarva Shiksha Abhiyan (SSA), Inclusive Education of Children and Youth with Disabilities (IECYD), Rastriya Bal Swaasthya Karyakaram (RBSK), Inclusive Education of the Disabled at Secondary Stage (IEDSS) and Teacher Preparation in Special Education (TEPSE), Higher Education for Persons with Special Needs (HEPSN), etc. Despite all these policies, students with disabilities are facing various challenges in regular school. Therefore, India has to go a long way to achieve the goal of inclusive and equitable education for all, including students with disabilities.

Despite international commitments to inclusive education (IE), many students with disabilities (SWDs) in Ethiopia face barriers to accessing education that meets their special needs. This study aimed to assess the inclusivity of existing policy frameworks for SWDs in the country. Using a multiple case study design, the data were collected through an analysis of relevant policy documents and semi-structured interviews with 16 educational practitioners selected through purposive sampling. The data were analyzed using an inductive content analysis approach. The findings revealed a lack of a distinct national IE policy in Ethiopia. Despite this, existing legal frameworks, programs, strategies, standards, plans, and implementation guidelines related to education provision do support the inclusion of SWDs. However, their practicality is limited due to the lack of education law, weak structural support, limited capacities and resources, restricted access to quality education for SWDs, unreliable data and reporting systems, and inadequate financing mechanisms for IE. To ensure IE for SWDs, Ethiopia must develop a national IE policy, strengthen its organizational structures, address resource constraints, and establish a reliable data system. These findings are crucial for policymakers and practitioners seeking to address the special educational needs of SWDs in Ethiopia.

Camera, 208 Capitalism, scepticism of policies on education in future based on society with influx of, 42 Carnegie Learning, 251-252 Central government, 92 Challenges to inclusion, 84-85 Change of practice concept, 253 Character qualities of sets in twenty-first century, 25-33 communicative competencies, 28-31 digital competencies, 31-33 'grit' for inclusive and special education teachers, 27-28 high self-efficacy, 25-27 Children, rights and characteristics of, 4-5 Children with disabilities in rural areas in Telangana state, providing services to, 174-177 259 Children with special needs in VUCA world, preparation for education administrators to manage education for, 241-244 Chlorpyrifos, 64-65 City local government, 93-99 Civil rights, 39-40 Classic economic liberal theory, 41-42 Classrooms with assistive technology, improving efficiency of, 250-252 Climate change, 64-65 Collaboration, 180 Collaborative learning, 23-24 Communication, 180 channels, 29-30 disabilities, 211 Communicative competencies, 28-31 Community resource persons (CRPs), 175 Competency-based education, 23-24 Complexity, 80-81 Comprehensive teaching strategies, 236 Computer-assisted tools, 128 Constitution of the Republic of Indonesia (1945), 89-90 Constructive Alignment model, 21 Convention on the Rights of Persons with Disabilities (CRPD), 159 Convention on the Rights of the Child (CRC), 158-159 Conversations, feedback and recognition (CFR), 225 Core educational subjects, 179 COVID-19, 18-19, 118-119, 123-124 crisis, 7-8 inclusive learning for students with special needs during, 108-110 learning experiences during, 114-116 learning experiences of KU

Principals and assistant principals, collectively referred to as<em> school leaders</em>, play instrumental roles in ensuring the success of inclusive special education in the schools they oversee. However, school leaders continually report they lack the knowledge and skills to effectively oversee quality inclusive special education programs. There are very few training programs available to school leaders that focus on leading inclusive special education programs. Therefore, the purpose of this article is to provide school leaders with nine tips, along with 11 immediately implementable practical strategies, to improve upon the inclusive special education programs in their schools. Topics include pertinent definitions, laws, and concepts associated with inclusion; models of coteaching; transformational leadership theory and traits; roles and responsibilities of school leaders in inclusive education programs; and practical strategies to implement to improve upon current inclusive education practices. This article is designed to be used with emerging, new, and experienced school leaders.

This article focuses on the dynamics of inclusive education in the German school system by examining official statistics on pupils with formal individual education plans (IEPs) in special and general schools since 2007. An IEP manifests that a pupil with a formally identified disability receives specialised schooling, instruction, extra support, or related services. German IEPs, although they are assumed to have educational consequences, draw heavily on medical categorisations based on DSM and WHO definitions of disabilities and disorders. For this reason, IEPs show the peculiar relationship between medical and (special) education logic in inclusive and special education. From our longitudinal perspective, several intriguing phenomena illustrate frictions and regulative failures when inclusive education is implemented in country-specific school systems. We show that in the German case, the number of pupils with IEPs enrolled in general secondary schools has increased significantly. At the same time, the number of pupils in special schools remains stable. Moreover, only certain school forms are drivers of inclusive education in a tracked system such as the German system. Finally, we show the dynamic nature of special education categories employed for the pupil population with IEPs enrolled in general schools over time. Certain IEP categories grow in number while others decrease or stay stable. By applying a system-theoretical approach, we explain such dynamics as being due to opposing logics in health and education systems, which must be balanced in the practice of inclusive education.

Introduction. The intensification of inclusive processes in higher education emphasises the need to create an educational environment within universities that supports the self-realisation of students with disabilities (SWDs). Faculty members should act as the primary agents within such an environment. However, the specific role of teachers as facilitators of self-realisation for students with disabilities has not yet been empirically investigated. Consequently, a significant gap remains in understanding the role of university teachers as participants in inclusive educational relationships. Aim. The present research aimed to establish a typology of university teaching staff on an empirical basis, according to the nature of their subject position within the system that supports the self-realisation of students with disabilities in inclusive education. Methodology and research methods. The study was based on the methodological principles of inclusive and subject-activity approaches in education. A total of 1,536 university teachers from five federal districts of the Russian Federation participated as respondents in the online survey. A personalised approach to data analysis, employing latent profile analysis, was applied. Results. There are four latent profiles of university teachers, corresponding to their levels of acceptance of inclusive education and their readiness to support the self-realisation of students with disabilities. These profiles reflect distinct teaching positions: involved, detached, interested, and sceptical. Each typological group of teachers is characterised by a specific internal structure, with varying proportions that include, on the one hand, teachers from different educational institutions, and on the other, teachers who differ in socio-demographic and socio-professional characteristics. Scientific novelty. The research materials provide a deeper understanding of the patterns underlying the formation of inclusive educational relationships within the “university staff – student with disabilities” dyad. Practical significance. In light of the results obtained, guidelines have been established for implementing a differentiated approach within universities to optimise the status of teaching staff as facilitators of the self-realisation of students with disabilities.

Inclusive teacher education (ITE) defines the professional training of preservice teachers to work in learning spaces encompassing students from all circumstances, regardless of race, linguistic background, gender, socioeconomic status, and special education needs (SEN). This preparation includes the content, pedagogy, and formative experiences required for teachers to work in inclusive schools. To fully understand ITE, it is necessary to examine what is meant by inclusive education (IE). Indeed, it is essential to explore ITE’s definition since scholars and teacher educators have struggled to agree on what is meant by IE. In addition to disagreements about IE’s definition, support for this idea and its implementation may vary due to the cultural, historical, and political differences specific to local contexts. For these reasons, it is necessary to recognize the inclusive policies, practices, and processes that often shape definitions and concepts related to ITE. Notwithstanding the ambitious meanings of ITE across the globe, researchers, professionals, and policymakers tend to emphasize a vision of teacher preparation for working with students with disabilities (SWD) or SEN. Also, there is no consensus about which particular aspects matter in teacher education programs, primarily based on ideological differences about the core goals of IE. These differences in views and beliefs have resulted in limited understandings and applications of ITE. For instance, a student with an SEN may also come from a family living in poverty, with no access to books in the home, or speak multiple languages, including languages that are not a part of their first (formal) educational experiences. In such circumstances, there is no agreement about whether ITE programs should focus on students’ linguistic, socioeconomic, learning differences, or multiple factors. We review the research on ITE in various national contexts. We also discuss how scholars have conceptualized the preparation of future teachers and the implications for greater clarity on how teacher preparation can improve IE in an increasingly diverse society.

<p><em>Educational leaders, including principals and district leaders, are the primary special education leaders in public schools today. They are ultimately responsible for the successful implementation of inclusive special education programs, as outlined by the Individuals with Disabilities Education Act (2004). Yet, educational leaders continually report they lack the knowledge and skills to effectively oversee inclusive education programs. The research that examines the perceptions, roles, and responsibilities of educational leaders related to inclusive education programs is extremely limited. Therefore, guided by transformational leadership theory, this qualitative case study explores the perceptions, roles, responsibilities of school and district leaders who oversee successful inclusive education programs. The findings suggested that educational leaders value the philosophy of inclusion. The predominant themes that arose were culture, collaboration, limited staff, purposeful inclusion, consideration of individual needs, acceptance, relationships, appreciation of diversity, and student learning. Educational leaders described their role in inclusive education programs as collaborators, problem solvers, professional developers, and facilitators. The findings from this study can serve as a basis for discussion regarding the strengths and needs of current practices for inclusive education. These discussions can be utilized to analyze current strengths, and potential needs for refinement of practices, policies, and procedures.</em></p>

Following the implementation of 2018’s laws on the rights of persons with disabilities (PWDs) in Egypt, students with disabilities (SWDs) have both legal and moral rights to meaningful learning opportunities and inclusive education. Despite that, SWDs still have very limited education resources which limit their career aspirations and quality of life. In this respect, education whether as part of formal education or lifelong learning is central to the museum’s mission. Museums, as part of non-formal education, are being acknowledged for their educative powers and investments in the development of quality formal, non-formal, and informal learning experiences. Further, phrases such as “inclusivity,” “accessibility,” and “diversity” were notably included in the newly approved museum definition by ICOM (2022) emphasizing museums’ obligations to embrace societal issues and shape a cultural attitude concerning disability rights, diversity, and equality together with overcoming exclusionary educational practices. The study seeks to investigate the existing resources and inclusive practices in Egyptian museums to achieve non-formal education for SWDs. Qualitative research approaches have been employed to answer a specific question: How can Egyptian museums work within their governing systems to support the learning of SWDs beyond their formal education system? The study aims to assess the potential of Egyptian museums in facilitating learning for SWDs. Further, it examines the capability of Egyptian museums in contributing to informal and non-formal learning for SWDs and striving for inclusive education inspired by the social model of disability that fosters inclusive educational programs and adopts a human rights-based approach. The results revealed that Egyptian museums contributed to the learning of SWDs, yet small-scale programs and individual efforts, but they are already engaged in active inclusive practices that address the learning of SWDs. The study suggests that they need to be acknowledged and supported by the government as state instruments and direct actors in advancing inclusive education and implementing appropriate pedagogies in favor of SWDs.

This study explored the bottlenecks to the inclusive higher education for students with disabilities (SWD) during the COVID-19 pandemic in Tanzaniaand ways proposed to overcome them. The study useda qualitative approach that was informed by the phenomenological and multiple holistic case study design. A total of 158 research participants from four higher learning institutions in Tanzania were involved. They included 28 academic staff and 28 wardens who were selected through simple random selection.Others were 4 deans of students, 80 students with disabilities, 2 students’ leaders with disabilities, 8 personal assistants of students with physical impairments,and 8 heads of academic departments (these were purposively selected). The sample size was, however, determined by the point of saturation. Data were collected through interviews, focus group discussion (FGD), and direct observation where thematic analysis was used for data analysis. The findings revealed that allocation of rooms without consideration to SWDs and their personal assistants, difficulties in accessing information, unhygienic hostels, mobility difficulties, difficulties in access to preventive facilities and inadequate counselling services were part of the bottlenecks to inclusive higher education among SWD during COVID-19. The paper suggestsways to overcome the bottlenecks to inclusive education such as allocating rooms for SWDs and their assistants, improvement of infrastructures, orientation on mobility, and purchasing facilities and equipment which improvehygiene within inclusive education. It is recommended in this paper that the universities should establish units and resource centres well furnished with necessary equipment for students with disabilities which will be responsible for all matters related to SWDs.

Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher weakly reveals the specifics of the activities of a specialist in the area of inclusive higher education. Available studies confirm the need for a deeper study of the issue of diagnostics and the formation of readiness of university teachers for professional activities in an inclusive education. The long-term studies described in the article were based on the hypothesis that training university teachers for professional activities in an inclusive education environment should include a full cycle of activities including screening diagnostics, the implementation of an additional education program, group support and advisory support, and dynamic tracking of the level of readiness. The study was implemented from 2013 to 2019. The total sample of the study was 562 people, teachers and employees of 25 universities of the North-West Federal District. A representative sample of the study was 327 people, teachers and staff who went through all stages of the study. The results of the study make it possible to assess the readiness of higher school teachers for professional activities in an inclusive education from pre-readiness to inclusive readiness inclusive. The results of the formative part of the study showed that the general and specific personality characteristics that determine the success of activities in the field of inclusive higher education arise in the process of special education, professional activity in the context of inclusion and with mandatory support of teachers from the staff of inclusive education resource centers. This leads to an increase in the proportion of university teachers who have a positive attitude towards inclusive education, demonstrating productive coping strategies, an optimal, advanced and acceptable level of readiness for inclusive higher education.

Inclusive education in Kazakhstan faces challenges, as many institutions lack the necessary infrastructure, trained personnel, and resources to fully support students with disabilities. These barriers hinder the professional development of such students, highlighting the need for improved educational practices and support systems. The study aimed to investigate the psychological and pedagogical conditions for the effective education process of students with disabilities (SWD) as well as to examine the definite features of psychological and pedagogical support for SWD. The paper employed quasi experimental methods, surveys among the students with disabilities and comparative analysis of specialized scholarly literature. The quasi-experiment was conducted among two groups: the first group students trained in special classrooms by teachers who had studied foreign experience and had been trained to master the competencies of creating psychological and pedagogical conditions to support SWD, and the second control group of the students studying without special conditions with teachers who had not been trained abroad. As a result, we have identified the primary forms and methods of inclusive education skills training. To add more, we have summarized the experience of creating psychological and pedagogical conditions to support SWD in their professional development. The key psychological support mechanisms for SWD were determined, including psychological diagnostics, psychological counseling, group activities, and psychological and pedagogical support. We have offered summarized suggestions for teaching SWD, covering the adaptation of teaching material, expanding the range of audiovisual aids, and providing psychological support to participants in the educational process. Keywords: Inclusive education, Students with special educational needs, Teachers, Psychological and pedagogical

Higher education plays a pivotal role in empowering individuals with disabilities by enhancing their social participation and overall quality of life. While student voices are essential for advancing inclusive education (IE) in higher education settings, there remains a paucity of empirical research examining the firsthand experiences of Chinese college students with disabilities (SWDs) regarding IE. To address this gap, this study investigated the educational experiences of SWDs in China through semi-structured interviews with five participants, identifying both protective and risk factors influencing their education journeys. The findings highlight four major barriers to educational advancement: physiological challenges, physical accessibility limitations, psychological obstacles, and institutional academic barriers. Conversely, key protective factors emerged, including government financial support, strong parental involvement, and the implementation of inclusive campus environments and practices within higher education institutions. These insights contribute to a more nuanced understanding of how to effectively promote inclusive higher education for SWDs across multiple dimensions.

The role of teacher training, as it pertains to the adoption of inclusive education (IE) ( European Journal of Special, 22 , 2007, 367), is critical in realizing and achieving truly IE environments. Literature often reports poor or inadequate training with regard to IE practices ( Preparing Teachers of the Deaf for a Complex, Jacksonville, FL). The purpose of this review was to examine North American and Australian research regarding teacher training for students with disabilities (SWD) with the goal of informing best practice. Of the 27 reviewed studies, teacher training interventions reported positive outcomes and showed improvements in the areas of teachers’ attitudes/perceptions, knowledge, and strategies/skill development ( Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children , 32, 2009, 166) regarding IE SWD. The researchers cautiously recommend the employment of workshop style approaches as they appear to have the capacity to tackle all three outcome variables concurrently and within the shortest timeframe. Our restrained recommendations for best practice are born out of the quality of evidence presented within the reviewed studies.