Question

1. What are the environmental and social barriers that hinder the needs, potentials and full participations in all aspects of life of persons with disabilities? (2 points)
2. Why do you think inclusive education has got priority as the main education policy in many countries and it has got the world’s attention?

Answer 1

1. Environmental and social barriers that hinder full participation of persons with disabilities
- Physical/environmental: inaccessible buildings, transport, public spaces, housing and lack of assistive technologies or adapted products.
- Communication and information: absence of sign language, Braille, captioning, plain language, or accessible digital content.
- Attitudinal: stigma, prejudice, low expectations, discrimination and paternalistic or exclusionary mindsets among families, employers, service providers.
- Institutional/policy: laws, practices and service delivery that segregate, exclude or fail to provide reasonable accommodation and support services.
- Economic: higher costs of living, poverty, unemployment, lack of social protection that prevents access to education, health care and participation.
- Educational/professional: inflexible curricula, lack of trained teachers, exclusion from mainstream schools and workplaces, and absence of career supports.
- Social/isolation: lack of community networks, social opportunities and participation platforms that foster inclusion.

2. Why inclusive education is a global priority
- Rights and equity: inclusive education implements the right to education for all (e.g., CRPD, SDG 4) and combats discrimination by ensuring children with disabilities learn alongside peers.
- Better outcomes and social inclusion: evidence shows inclusive schools improve academic, social and life outcomes for children with and without disabilities, fostering mutual understanding and reducing stigma.
- Cost-effectiveness and long-term benefits: inclusive systems reduce segregation costs, increase workforce participation and economic independence over time.
- Policy momentum and advocacy: international agreements, strong advocacy by disabled persons’ organizations, NGOs and researchers have pushed governments to prioritize inclusive approaches.
- Practicality: integrating students into mainstream settings with supports is seen as more sustainable and scalable than maintaining parallel segregated systems.