Universal design and access to opportunities for people with disabilities are perennial issues relating to education. While the Americans with Disabilities Act provides guidance and framework for U.S.-based institutions, the context in other countries varies. This article discusses the steps taken at a university in Kazakhstan to begin its path towards inclusive education in the absence of any campus-wide policies/office to assist students with disabilities. Interdisciplinary measures enacted by the school, admitting the university’s first student with a documented disability, and the library are highlighted, with emphasis placed on the need to communicate with the student(s) throughout the process to be sure of exactly what is required. Through documenting the experiences/processes, the authors bring attention to issues relating to inclusive education in Central Asia, and offer advice for other institutions/departments beginning their journey or re-evaluating their current policies and systems for equity in academia.
|Journal||International Journal of Diversity in Organisations, Communities and Nations|
|Publication status||Submitted - 2016|
- inclusive education
- higher education
- Central Asia
ASJC Scopus subject areas