Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution
This article presents views and experiences of staff, and learners from two Higher Education Institutions (HEIs)—the University of Nairobi in Kenya and UCL in the UK—on their intuitional structures, support, and education mechanisms related to disability, international and refugee status. Inclusive...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/49 |
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| author | Acquilina Wafula Nawire Sally Musungu Vasiliki Kioupi Felister Nzuve George Giannopoulos |
| author_facet | Acquilina Wafula Nawire Sally Musungu Vasiliki Kioupi Felister Nzuve George Giannopoulos |
| author_sort | Acquilina Wafula Nawire |
| collection | DOAJ |
| description | This article presents views and experiences of staff, and learners from two Higher Education Institutions (HEIs)—the University of Nairobi in Kenya and UCL in the UK—on their intuitional structures, support, and education mechanisms related to disability, international and refugee status. Inclusive education is a complex subject and often the focus is particularly placed on learners with disabilities, but this study explored several layers of diversity. The objective of this study was to investigate the views and experiences of students and staff on policies and practices of inclusion and inclusive education using two case studies, one in each university. Data were collected through surveys and interviews. Results are presented in the following areas: (1) capacity building for staff; (2) support and reporting services for all; (3) class sizes; and (4) modes of course delivery. Findings reveal that implementation of inclusion and inclusive education is still a challenge for both HEIs. The gaps identified can be used as a reference point for action. Inclusion and inclusive education are necessary to ensure the needs of every learner and staff are met. The article is structured into five sections: a brief description of inclusive education in the two HEIs, methodology, results, discussion, and conclusion. |
| format | Article |
| id | doaj-art-09dc0134dbb446759a9811516cff4f7a |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-09dc0134dbb446759a9811516cff4f7a2025-01-24T13:30:22ZengMDPI AGEducation Sciences2227-71022025-01-011514910.3390/educsci15010049Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education InstitutionAcquilina Wafula Nawire0Sally Musungu1Vasiliki Kioupi2Felister Nzuve3George Giannopoulos4Inter-Agency Network for Education in Emergencies (INEE), International Rescue Committee, New York, NY 10168, USASchlumberger Foundation, Houston, TX 77056-2790, USASustainability Research Institute, School of Earth and Environment, University of Leeds, Leeds LS2 9JT, UKDepartment of Plant Science and Crop Protection, University of Nairobi, Kangemi 00625, KenyaDepartment of Physics and Astronomy, Faculty of Mathematics and Physical Sciences (MAPS), University College London, London WC1E 6BT, UKThis article presents views and experiences of staff, and learners from two Higher Education Institutions (HEIs)—the University of Nairobi in Kenya and UCL in the UK—on their intuitional structures, support, and education mechanisms related to disability, international and refugee status. Inclusive education is a complex subject and often the focus is particularly placed on learners with disabilities, but this study explored several layers of diversity. The objective of this study was to investigate the views and experiences of students and staff on policies and practices of inclusion and inclusive education using two case studies, one in each university. Data were collected through surveys and interviews. Results are presented in the following areas: (1) capacity building for staff; (2) support and reporting services for all; (3) class sizes; and (4) modes of course delivery. Findings reveal that implementation of inclusion and inclusive education is still a challenge for both HEIs. The gaps identified can be used as a reference point for action. Inclusion and inclusive education are necessary to ensure the needs of every learner and staff are met. The article is structured into five sections: a brief description of inclusive education in the two HEIs, methodology, results, discussion, and conclusion.https://www.mdpi.com/2227-7102/15/1/49inclusioninclusive educationdisabilityinternational studentsrefugee studentsuniversity policies |
| spellingShingle | Acquilina Wafula Nawire Sally Musungu Vasiliki Kioupi Felister Nzuve George Giannopoulos Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution Education Sciences inclusion inclusive education disability international students refugee students university policies |
| title | Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution |
| title_full | Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution |
| title_fullStr | Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution |
| title_full_unstemmed | Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution |
| title_short | Student and Staff Views on Inclusion and Inclusive Education in a Global South and a Global North Higher Education Institution |
| title_sort | student and staff views on inclusion and inclusive education in a global south and a global north higher education institution |
| topic | inclusion inclusive education disability international students refugee students university policies |
| url | https://www.mdpi.com/2227-7102/15/1/49 |
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