Abstract:
ABSTRACT
The main objective of this research is to critically analyse whether the policies of institutions of higher education cater for persons with disabilities in the educational system. I also seek to know whether the level of inclusivity meets the standards of the Convention of the Rights of Persons with Disability (CRPD) and other international instruments for the full enjoyment of their rights to education.The specific objectives of the proposed study include:firstly, to critically assess whether the policies of tertiary education enable persons with disabilities to access their right to education at higher/ tertiary level. Secondly, to examine whether the level of inclusivity is according to the international standard of realising an inclusive education. Thirdly, to provide recommendations that should be realised in enhancing inclusive education policies that can accommodate persons with disabilities in the higher academic system.
The first chapter served primarily as a foundation, discussing the history of disability in Sierra Leone, defining dissertation terms, giving direction with regard to the aimed research questions and sub-questions addressed during the course of this research, and emphasising some important opposing views and opinions advanced by other authors in the literature review, among other things.Chapter two discusses Sierra Leone's ratification of international and regional instruments to ensure access to high-quality education for persons with disabilities. The study reveals that the right to tertiary education is legally entitled and the state has a duty to provide it. As a signatory to international treaties, Sierra Leone is required to create legislation and provisions to enhance inclusive education up to tertiary level. Chapter three discusses gaps in national higher education policies and institutional management policies for tertiary education, highlighting the government's efforts to ensure inclusive education at the basic and secondary levels. However, the research shows that there is still room for improvement in tertiary education for students with disabilities. Chapter four highlights the efforts of countries like South Africa and Kenya in implementing inclusive education, despite their challenges, highlighting their remarkable progress in achieving this goal. Chapter five provides the Summary of Findings, Recommendations, further Research, and Conclusion.
