Specialised vs. Inclusive Education for Students with Disabilities: A Global Comparative Analysis of Academic and Social Outcomes
Keywords:
Specialised education, Inclusive education, Comparative Analysis, Disabilities, multi-tiered support, universal design for learning, social-emotional development, academic outcomesAbstract
In this report, a comprehensive comparison is presented between how inclusive and specialised education models affect social-emotional and academic outcomes for students with disabilities across diverse global contexts. Based on the empirical data taken from graduation and literacy metrics to peer interactions and well-being indicators, detailed information is provided about how the national policy framework, resource availability, and cultural norms shape student experiences. The findings showed that fully inclusive settings provide benefits to various students, particularly those with mild to moderate disabilities. Specialised placement is still important for learners with complex requirements. Hence, this paper proposes a flexible and tiered policy model that is linked with the Universal Design for Learning (UDL) and Multi-Tiered System of Supports (MTSS). All these factors are used to reconcile contextual variations and promote equity. Some recommendations call for targeted investment in inclusive infrastructure, teacher preparation, and disaggregated research across disability types and regions.
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