Education is necessary for every nation to thrive and prosper. However, there are times where it becomes difficult for every single child/person to receive the education they deserve and have the right to receive. Inclusive education is one of the fundamental priorities of the SDGs: universal primary education. There are a number of countries that, even though they claim to abide by inclusive education for all, students with disabilities or disadvantages are marginalized and are not given a second route to receive education. As the report “Opportunities for Students with Disabilities” mentions, we must be able to “build a bridge between the worlds of higher education policy and disability policy.” Accommodating each and every single student can be a hard process, especially if the school, or center, does not have the necessary tools, or professors, to manage the students’ needs accordingly. These barriers take away the numerous opportunities that these children can achieve.
Each student should be taught according to their individual preferences to make sure that their long-term inclusion into society can continue. Even though students with disabilities are protected by legal frameworks and policies there isn’t any legal guarantee that they will be given their appropriate education. Many of these students require certain transition services to be able to advance on to the next level of their education, whether it be elementary, primary, secondary and even tertiary education. It is unfortunate to know that in some occasions, students with disabilities who document their impediments, are looked over by faculty attitudes. This can be a great barrier within the academic field. Some faculty members are very ignorant about this type of situation and ultimately decide that they do not need to take into consideration any recommendations or suggestions from the number of administrators that help and manage the needs of students with disabilities.
Progressive inclusion is a supposed significant thread in American history. As of recently, persons with disabilities are staring to become “official” members of society who are becoming less marginalized and stigmatized. They are starting to be given a number or opportunities and chances that they did not have before and are excelling in ways that the international community praises. Although they might not have the intellectual capacity to fully participate in higher education, students with disabilities and their community take the responsibility to reduce as much as possible the educational gap that exists within the academic community.
Students with disabilities have as much of an opportunity to succeed in life and in their academic career as people with the capacity to excel academically without any impediments.