Special Education & Gender Justice: Examining Inclusive Educational Opportunities for Girls with Disabilities

Abstract

Education is a basic human right, as well as a key element in providing a mechanism towards achieving equality, empowerment and social justice. Although much focus has been placed on inclusive education and gender equity globally, girls with disabilities continue to experience a host of forms of discrimination throughout schooling. Based on all these observations, the current paper discusses inclusive educational resources for girls with disabilities and addresses the role of special education in promoting gender justice. This study uses an analytical- empirical research design with 213 participants (teachers, families, specialised teachers, counselors, and school administrators). Data were gathered using an elaborate questionnaire and statistical analysis including percentage, weighted mean, Chi-square test, correlation, regression, ANOVA and factor analysis. The study concludes that lack of infrastructure, institutional social stigma, untrained teachers, insufficient policy and financial resources impact significantly on the educational participation of girls with disabilities. In terms of inclusive educational practices, gender-sensitive pedagogy, family support, and assistive technologies, the study points out that such types of inclusive educational education promote school retention, academic achievement, confidence, and social participation. Only when educational institutions and communities work together to build accessible, equitable education systems through government, family, community and government to help girls with disabilities achieve gender justice can inclusive education become such a forceful instrument.