Document Type
Article
Publication Date
1-2020
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. The result is the development of innovative policy and practice that support access to regular classes. These innovative policies and practices highlight the promise of access, equity, and inclusion for students with disabilities. We acknowledge that 'inclusion' is not an end, but rather something we are all working toward."
Recommended Citation
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), 249-255. https://doi.org/10.26822/iejee.2020358216
Copyright
T&K Academic
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
This article was originally published in International Electronic Journal of Elementary Education, volume 12, issue 3, in 2020. https://doi.org/10.26822/iejee.2020358216