ABSTRACT Objective: to verify if the current Brazilian Legislation assures the effective school inclusion of individuals with communication disorders. Methods: the present study is an integrative review. Legislation related to the topic was searched on public databases, such as the website of the Planalto Palace (Brazilian Federal government headquarters), the website of the Culture and Education Ministry (Ministério de Educação e Cultura - MEC) the website of the National Education Council from Federal Government. Brazilian laws, ordinances and guidelines regarding special education of individuals with autism, intellectual disability, hearing impairment and dyslexia were consulted, since the descriptor "Communication Disorders" did not show any results. Results: twenty-one (21) identified norms met the inclusion criteria. Among these, thirteen (13) address disabilities in a generalized manner. The other eight (8) regulations are specific in relation to autism, intellectual disability, hearing impairment and dyslexia. Conclusion: despite the significant number of norms, the current Brazilian legislation does not allow for real school inclusion. Individuals with communication disorders do not have a specific legislation that could guide the peculiarities of each disorder, as well as their special educational needs. Thus, it was concluded that these individuals need legal support respecting their specificities, to allow their effective school inclusion.

In 2008, Thailand passed legislation on the educational provisions for students with disabilities to mandate the implementation of inclusive education. This article provides a historical overview of special education in Thailand and the emergence of inclusive education as it moves from policy to practice. To further identify the challenges faced in the implementation of inclusive education, this article reports the findings of a qualitative research study on the perspectives of school leaders from ‘inclusive schools’ that reveal a range of issues, including cultural perceptions about disability, current policies, financing of inclusion and other salient concerns.

Literature sources of domestic and foreign authors have been analyzed, documents of international organizations have been studied. The study has allowed to identify the main approaches to the organization of for children with disabilities: inclusion and integration; the content of the concepts of education and of people with has been determined; advantages of inclusive of persons with disabilities have been revealed; the relationship between stages and stages of social integration of persons with disabilities has been demonstrated; international legislation that forms policies for inclusive education, and recommendations to governments of different countries aimed at promoting inclusive have been analyzed; the role of physical culture and sports in the socialization of people with disabilities has been defined.

Inclusive education is considered one of the greatest reforms in education all over the world. Today many countries are said to have legislations and policies to promote inclusive practices at all levels of education. Issues and needs pertaining to social, political, and economic developments have been better addressed through the lens of Inclusive Education. The paper briefly examines the most significant milestones of the international development of Inclusive Education with special reference to the dynamic evolution of education for people with disabilities in Bhutan, a small Himalayan country in Southeast Asia.

AbstractThis article explores the current inclusive education system in Kenya, and how those practices relate to Article 24 of the United Nations' Convention on the Rights of Persons with Disabilities (CRPD). Local laws and international instruments are presented to shed light on the extent to which students with disabilities have a right to inclusive education in Kenya. Inclusive education is in its nascent stage in Kenya, and many barriers currently exist in the development of an inclusive education system. Such barriers include: poverty, child labor, natural disasters, HIV/AIDS, gender, ethnicity, access to healthcare, access to food, and availability of clean drinking water. In order for Kenya to develop an inclusive education system in accordance with the CRPD, the author proposes the following: development of a country/region-centered plan, implementation of inclusion reports, development of an inclusive network for schools throughout Kenya, and clarification of ambiguous language and terms within Article 24 of the CRPD, as applied to Kenyan laws and policies.

This article reviews the journey of special education in Spain by considering the legal frameworks. It examines the extent to which legislation has tapped into the feelings of society in general towards people with disabilities who wish to secure inclusion in both education and society. It tracks the evolution of legislation, originally based on a preoccupation with the segregation of those with disabilities, towards the more progressive and inclusive laws which obtain at the present time. In so doing the article considers the positives and negatives that have accompanied this process. Spain has a high percentage of students with special educational needs enrolled in its mainstream schools; insights into the legal mechanisms shed light on how these figures were reached. The article concludes by highlighting the importance of training in attitudinal approaches towards disability in order to make the journey more accessible.

This article provides a comparative analysis of international standards for the protection of persons with disabilities and national legal norms. The study addresses the lack of harmonization between these two sources of law, which poses challenges in ensuring consistent and effective protection of disability rights. Through a critical analysis of the problem and the exploration of potential solutions, the research highlights the importance of aligning national laws with international standards to promote inclusivity and equal opportunities for persons with disabilities. The findings emphasize the need for model legislation, capacity-building initiatives, harmonization frameworks, monitoring mechanisms, inclusive participation, and international cooperation. The practical and legal significance of this research lies in its potential to guide policymakers, legal professionals, and disability rights advocates in the development of inclusive legal frameworks. The article concludes by providing recommendations for future research and legislative initiatives in the field of disability rights.

ABSTRACT Disability-inclusive laws and policies – while not sufficient on their own to advance substantive equality – are an essential step that all countries can take to advance non-discrimination and equity in education for children and youth with disabilities. This is the first study to comprehensively review national law and policy guarantees in 193 countries to assess the extent to which countries have harmonized national laws and policies with international commitments to inclusive education articulated in the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. While strong guarantees exist across diverse countries, we find that notable gaps remain. Forty-six percent of countries do not broadly prohibit disability-based discrimination through the completion of secondary education. Legislation in 35% of countries does not guarantee persons with disabilities access to integrated education in mainstream education environments along with necessary individualized accommodations through the completion of secondary school. Thirty-one percent of countries that make primary education compulsory do not pair compulsory education with guarantees to integration in mainstream education environments and individualized supports for students with disabilities. These findings can inform reforms in countries without national guarantees and bolster support for implementation in countries where strong legal guarantees to inclusive education already exist.

The article examines the inclusion of people with disabilities in Brazil since the 1988 Constitution, focusing on advances and challenges in rights, education, employment, and inclusive culture. Key references include the Federal Constitution, the International Convention on the Rights of Persons with Disabilities, and academic studies. The methodology involves qualitative analysis of policies and legislation, supplemented by a literature review. The findings highlight significant progress but also ongoing barriers, particularly in education and employment, underscoring the need for effective public policies and increased social awareness.

The paper is divided into two parts to facilitate a clearer understanding of all aspects of the change in the position of people with psychosocial disabilities, regarding the right to liberty and security, through the historical development of national and international legal frameworks. The first part briefly presents an overview of national legislation on the protection of persons with psychosocial disabilities and the circumstances in which states adopted the Convention on the Rights of Persons with Disabilities earlier this century. The second part of the paper underscores the challenges the States Parties face in the implementation of Article 14 of the Convention. The State Parties’ reports show that the processes of changing the perceptions of persons with psychosocial disabilities, when it comes to their involuntary detention, have been changing quite slowly and partially and that the realisation of their human rights is one of the Convention’s greatest challenges.