THE CHALLENGES OF ADVANCING INCLUSIVE EDUCATION: THE CASE OF SOMALIA'S HIGHER EDUCATION

Abstract

Purpose: Higher education in emerging countries, particularly in Africa, has been observed as a privilege for those with the ability. Disabled persons cannot access it. Only 2% of disabled people in developing countries have access to inclusive education, impeding their growth. Somalia's disability rate is unknown due to its long history of violence and healthcare breakdown. It may exceed the UN's 15% worldwide standard. However, this paper will explain the challenges of advancing inclusive education (Colleges and Universities) in the case of Somalia's higher education. Methodology: This study uses secondary literature to examine how higher education supports inclusive education in Africa, with a focus on Somalia. Findings: This study indicated that barriers inside and outside institutions prohibit disabled students from attending higher education. Limitation: Lack of appropriate disability legislation, financial support, a narrowly defined set of legibility criteria, pessimistic attitudes, discriminative practices, and inaccessible locations are such barriers. Recommendation: To overcome these obstacles and make higher education accessible to Somali students with disabilities, an inclusive education strategy may be the best course of action. Original Value: By conducting a comprehensive study, this research contributes to the existing body of knowledge by providing a detailed understanding of the specific obstacles hindering inclusive education in Somalia.