Abstract

Access to education for children with disabilities remains a significant challenge in many countries despite international agreement of its importance. This paper describes results from a comparative analysis of education for students with disabilities in Brazil, Canada, and South Africa with a focus on how differences in disability policies, pedagogy, professional development for teachers, and sociocultural factors shape access to schooling in these three countries. The paper also reviews relevant literature to discuss how structural and cultural barriers can exacerbate exclusionary practices. The analysis highlights ways that these countries and others can increase participation in society and enhance quality of life for individuals with disabilities.

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