Breaking Down Barriers: The Impact of Inclusive Education Policies on Access and Success for Students Living with Disabilities in South Africa
Keywords:
Academic success; Access; Disability; Inclusive education; Policy impactAbstract
Educational access and student success availability for disabled students take inclusive education policies as its essential core structure and daily guiding policy. Current educational policies fail to remove all barriers that prevent students from achieving complete system inclusion worldwide. The research examined how inclusive education policies affect students with disabilities who access education and their academic achievement, especially by studying remaining barriers under supportive policy structures. This study examined the assumption that although inclusive education policies were designed to enhance student success and access for disabled students, these policies face implementation failures and systemic obstacles that stop them from delivering their intended goals. Research examined the impact of present inclusive education policies by studying their effects on educational access and academic success outcomes for students with disabilities. The research gathered secondary data using a comprehensive desktop by studying academic literature, official reports, and real-world cases, focusing on inclusive education systems. This method used qualitative content analysis of such documents to find common themes and point out gaps and challenges in policy execution, together with their direct influence on disabled students. This research discovered which main obstacles students with special needs confront, which primarily consist of insufficient teacher preparation combined with resource deficiencies alongside social prejudices, even in environments that apply inclusive policies. The research presented guidelines to enhance policy implementation, improving student outcomes for those with disabilities. The research followed principles of desktop ethics by collecting data only from open-source materials, which undergo appropriate documentation of original authorship. Only secondary research methods were used without collecting new data to comply with ethical principles focused on second-hand materials.
https://doi.org/10.26803/ijlter.24.10.29
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