Inclusive Education in Higher Education Institutions

Inclusive Education in Higher Education Institutions

Implementing the principles of inclusive education within higher education can be challenging. Inclusive education was originally developed for younger students, prior to its application within higher education. However, as more students with disabilities successfully complete their early schooling, the need to move towards inclusive practices within higher education has increased. Now, it is high time to focus on the need of  inclusive practices within higher education. For this we should know the current situation of inclusive education in relation to students with disabilities in higher education; availability of qualified faculty members for inclusive education within higher education; and the need of designing policies, strategies, processes and actions that contribute to ensuring the success of all the students.

Students with disabilities are a challenge for the university, not only in terms of eliminating architectural barriers, but also with regards to more ample access to the curriculum, teaching, learning and evaluation.

It has been concluded that universities are among the most discriminating institutions, both in terms access for certain students – as is the case of students with disabilities – and in facilitating their continuity in Higher Education so that they do not abandon their educational career prior to earning a degree.

Within this context, an inclusive education could be defined as a model that proposes an educational model in which all students are able to learn, participate and are welcomed as valuable members of the university. students with disabilities face additional barriers and more challenges than the rest of the student body. Such barriers may be structural, organizational, behavioural and/or attitudinal. In this regard, the social model of disability (Oliver, 1990) allows us to propose the need to restructure the educational environments in such a way that all students are able to participate and learn. Students find help when it comes to changing the time of a class to be able to receive material, access to the virtual learning platform or flexibility to take exams.

 It should be understood that university experiences, both for these students and the general student body, are an opportunity for empowerment as they contribute to increasing knowledge, developing social skills, while at the same time maximizing opportunities for employment and an independent life.


By – Principal – Dr. Sharat Sharma
Department -EDUCATION
UCBMSH Magazine – (YouthRainBow)
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