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This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching methodologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in developing an inclusive pedagogy at the university. This paper examines in detail how faculty members of six faculties of educational sciences develop a theoretical framework comprising beliefs, knowledge, designs and actions. The research has found that faculty members hold beliefs about disability based on the social model of disability and inclusive approach. In general, inclusive faculty members' knowledge of disability and attention to diversity issues is scarce. The design of courses and teaching programmes led by inclusive university faculty is characterised by being open, flexible and providing clear and detailed information to students. Faculty who develop inclusive pedagogy use varied, participative and active methodologies, which are combined with a positive and approachable attitude towards students with disabilities. [ABSTRACT FROM AUTHOR]

In South Africa, access to education is regarded as a right enshrined in the Bill of Rights of the Constitution yet issues of inequality, poor access and exclusion remain as intense as they have always been for students with disabilities. When universities closed due to Covid-19, all students suffered in one way or the other but those with disabilities suffered the most as their support is not mainstreamed. This highlighted the need to create a seamless system of student support if we are to leave no student behind. To do this, the paper proposes the adoption of the Universal Design for Learning (UDL), a framework that supports inclusive teaching and learning. Adopting UDL is critical in ensuring curriculum access and in addressing fragmented student support. Supporting students with disabilities should be everyone's responsibility and the sooner we adopt the principles of UDL, the better the learning outcomes for all students. [ABSTRACT FROM AUTHOR]

Inclusive education has often been fronted as the panacea in the education of disabled children. Governments have made efforts for disabled children to access schools with their nondisabled counterparts. However, inclusive education should go beyond the mere presence of disabled children in mainstream schools to the participation and achievement of such children. This paper uses the theoretical approach of Disability Studies in Education to explore the extent that the traditional schooling system is willing to go in the pursuit of inclusive education for disabled learners. Can the schooling system change from the current cohort based model to an individual based model? [ABSTRACT FROM AUTHOR]

This paper considers Deaf time, or imagined futures of Deaf communities, as we question the efficacy of a rights framework to support the social relational model of Deaf childhood, which positions Deaf children within Deaf cultural discourses. We probe a disability rights discourse where the inclusion movement promotes the right of all children to high quality education and full participation in society. However, there is a gap between rhetoric and practice in early childhood education, which has often been a site of disablement for Deaf children and their families. In addition, legal recognition of the right to sign language in several contexts has not prevented a decline in numbers of Deaf children learning sign language. In planning for future Deaf communities, we examine Deaf cultural childhoods through the development of a parent ASL curriculum that is aligned with the Common European Framework of Reference for Languages (CEFR). The curriculum is contextualized in relation to disability rights, sign language rights, and the rights of children outlined in the United Nations Convention on the Rights of the Child and Convention on the Rights of Persons with Disabilities. [ABSTRACT FROM AUTHOR]

The article presents guidelines for student perspectives section like from 2014 student perspective papers will be free to access along with peer review and work can be submitted as a student perspectives paper during course of study.