Global Advanced Research Journal of Educational Research and Reviews (ISSN: 2315-5132) Vol. 13(2) PP. 006-022, February 2025
Available online http://garj.org/garjerr
Copyright © 2025 Global Advanced Research Journals

 

Full Length Research Paper

Evaluating Inclusive Education Policies: A Human Rights Perspective on Supporting Students with Disabilities

Michael A. D. Smith¹, Ojore Solomon Akwue²*, Jennifer Marazzo³, Lillian D. Williams⁴, Eric Fishon⁵, Arleen Downer-Reid⁶, Josh Muhammad⁷, and LaTika Muhammad⁸

¹2600 New Relief Te1Universidad Isabel I, European Business School of Barcelona, Spain
²United States Army Chaplain Corps
³Academy of Certified Brain Injury Specialists, Fairfax, VA
⁴American College of Healthcare Executives
⁵Hellenic American University
⁶Independent Researcher
⁷Alabama Education Association
⁸Alabama Education Association.

*Corresponding Author E-mail: revsoloakwue@gmail.com; ORCID ID: 0000-0002-5301-3783

Accepted 17 February, 2025 

Abstract

Inclusive education has emerged as a fundamental principle in modern educational systems, ensuring equal learning opportunities for all students, regardless of their abilities or disabilities. However, the effectiveness of current inclusive education policies remains a topic of ongoing debate. This study aims to evaluate the impact of existing inclusive education frameworks on students with disabilities and identify areas for improvement to enhance educational equity. This research employs a mixed-methods approach, combining qualitative and quantitative data collection techniques. In-depth interviews with educators and policymakers provide insights into implementation challenges, while surveys and statistical analysis assess the academic and social outcomes of students with disabilities. Additionally, content analysis of policy documents offers a comparative perspective on best practices and areas requiring reform. Findings reveal that while inclusive education policies have led to increased access to mainstream education, disparities in resource allocation, teacher training, and curriculum adaptability hinder their effectiveness. The results highlight the need for policy refinements, such as targeted teacher support, improved assistive technologies, and adaptive learning strategies. This study contributes to the discourse on inclusive education by offering evidence-based recommendations for policymakers, educators, and administrators. By addressing identified gaps, this research supports the development of more effective and equitable educational policies that foster the full inclusion of students with disabilities, ultimately promoting a more inclusive society.

Keywords: Inclusive education, disabilities, equal opportunities, DEI policy, equity, human rights. 

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