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The work of the European Agency for Special Needs and Inclusive Education is mainly targeted towards policy-makers – decision-makers responsible for the development and implementation of policy for inclusive education. However, in order to inform this work in the best ways, the contributions of other stakeholder groups are crucial. One such stakeholder group is the end users of inclusive education – young people with and without special educational needs or disabilities educated in schools and universities across Europe.

This chapter focuses upon the voices of such young people and presents their views on inclusive education in relation to a number of key factors. The chapters draw on the contributions of over 300 young people involved in four parliament ‘hearings’ organised by the European Agency in 2003, 2007, 2011 and 2015.

The chapter starts from the principle that the voices of young people in education must be listened to when other stakeholders are considering policies for special needs and inclusive education. Their views, experiences and opinions need to be respected and fully taken into account in the work of practitioners, researchers and policy-makers.

As a result of human right movements, the importance of special needs of individuals with disabilities has become more prominent in many countries in the world. Hence, endeavors of people with disabilities, their family members, and advocates to seek accessible communities and equal opportunities for education, as well as, job placement have been widely accepted as human rights for individuals with disabilities. Consequently, establishing barrier-free environments and inclusive societies for people with disabilities have become important indicators of social development of countries. Besides, since education is considered as a fundamental human right, the importance of providing special education for children with disabilities has been recently realized by many nations (United Nations. (2006). World programme of action concerning disabled persons. New York, NY: United Nations). Turkey is one of those countries that have quite recently started to invest in special education services for its citizens with disabilities. This chapter focuses on the development, as well as the current state of special education in Turkey. Included in this development are the following sections: origins of Turkish special education, prevalence and incident rates, trends in laws and regulations, educational interventions, working with families, teacher preparation, progress that has been made, and special education challenges that exist.

This chapter presents the Readiness Approach of Educational Administration for Children with Special Needs in Inclusive Learning Management in the VUCA world by summarising Inclusive Learning Management in Thailand and analysing the challenging situation in the VUCA world to discuss about the Readiness Approach of Educational Administration to face the unexpected. The chapter describes the possibilities in three parts: Part 1: Summarising the literature reviewed of Inclusive Learning Management in Thailand. Part 2: Analysing the challenging situation in the VUCA world from the following four concepts: (1) Framework for twenty-first-century Learning Concept; (2) Hard Skill and Soft Skill Competencies Concept; (3) Thailand National Education Standards (2018) and (4) A Commission Report on Education Reform through Competency-Based Curriculum & Instruction. Part 3: to propose Data synthesis of The Readiness Approach of Educational Administration for Children with Special Needs in Inclusive Learning Management in the VUCA world.

Special education today in the Ukraine is dramatically different than its early origins which stressed communal guardianship for persons with disabilities to its current movement to inclusive education. The journey to inclusive education was inconsistent due to a variety of elements such as the collapse of the Russian Monarchy, a series of different governments and social-political structures, World War II and membership in the USSR which stressed a unification of the education system. However, special education professionals who worked at the Special Education Pedagogy Institute of the National Academy of Pedagogical Sciences continued to research and develop a philosophical instructional framework to educate students with disabilities that includes theoretical and practical aspects of inclusive education. This chapter provides a detailed description of this framework as well as prevalence and school placements aspects, classification and assessment parameters, and the impact of legislation for free public education. The chapter concludes with challenges to inclusive education such as attitude modification, infusing necessary teacher instructional strategies, and the incorporation of best practices from special education to regular education settings.

This chapter is a presentation of Mexico’s efforts in advancing inclusive education as a vehicle to provide children with special needs a quality and equitable education. It provides a detailed description of the development, realignment of educational practices, and polices necessary to allow inclusive education to succeed. The chapter begins with the origins of special education in Mexico via four stages. Next, the chapter provides a comprehensive classification of disability and the prevalence rates in Mexico. Then, the chapter delineates legislation and public policy that are essential components in providing a quality and equitable special education system. Next, a comprehensive description of special education intervention models follows along with how these models are incorporated in current teacher preparation endeavors. The chapter concludes with a summary of the progress that Mexico has attained in moving toward inclusive education as well as challenges to inclusive education.

Special education in Guatemala started in the 1940s with the establishment of schools for the blind. While there is a relatively large population of persons with disabilities, the country has an insufficient number of educational and rehabilitation programs because the country is very impoverished. Guatemala has enacted a number of disability laws in the 1990s and early 2000s that enable persons with disabilities to participate in educational services to develop their capabilities and to deter discrimination. The government has three categories of disability, namely, physical, sensory, and intellectual. Most of the special education schools and rehabilitation workshops are in the capital city with few programs in rural areas. Many children with special education needs do not attend school. The government offers public service to families of children with disabilities. In the 1980s, the government formed partnerships with United States universities to help develop service plans for students with disabilities as well as train school personnel in effective instructional methods due to a shortage of licensed teachers. While special education is improving it has a long way to go.

The world is changing rapidly and unexpectedly. COVID-19 is a warning sign that future generations need to be prepared for the volatile, uncertain, complex and ambiguous (VUCA) world where more complex situations remain to be seen. Students from all walks of life should have equal access to quality education that can equip them with skills to cope with new challenges. Although the inclusion of students with special needs in Thailand has allowed them to have academic and social interaction with non-special needs students in higher education institutions, little is known regarding how COVID-19 has impacted them and how they have navigated online learning. What are the learning challenges that college students with special needs face? Digital learning in response to the COVID-19 pandemic can be an even more significant challenge for students with special needs. However, some of them may feel online learning is a lifeline and a nice learning accommodation. Is it possible that they may want to continue to stay in remote accommodations, even if face-to-face classes resume? Would any of the practices return to normal and be fruitful for the VUCA world? Using data collected through in-depth interviews, this chapter identifies learning challenges confronting special-needs college students through the lens of a right-based approach and how inclusive digital learning can turn these challenges into opportunities and help these students flourish in a VUCA future. This chapter begins with a brief historical background of inclusive education policy in Thailand's higher education institutions. The chapter then, using a case study of KU, Thailand, identifies and discusses existing challenges and problems currently facing special needs learners and analyses how universities can help them to deal with and overcome such challenges. Finally, the chapter discusses the opportunities and challenges of how inclusive digital learning can play a pivotal role in elevating the learning experience and outcomes of Thai college students with special needs in the VUCA World.

There is widespread awareness that evidenced-based policy-making is critical for the long-term development of inclusive education systems. Policy-makers, data collection experts and researchers are aware of the need for data collection at national level that not only meets the requirements of international policy guidelines, but also works within a shared approach so as to promote a synergy of efforts at national and international levels.

Monitoring inclusive education at the system level is increasingly seen as a priority for country and EU level decision-makers. However, what form this monitoring should take and what issues it should focus upon are less clear.

This chapter looks across a number of recent European Agency studies in order to highlight and consider key issues and questions in relation to monitoring the implementation of inclusive education in terms of a system’s efficiency, effectiveness and ability to be equitable for all learners.

By drawing upon the findings of European Agency work considering a range of policy priority areas, it is possible to highlight a number of common factors that apply to monitoring the dimensions of efficiency, effectiveness and equity in different educational contexts or systems.

The concept expressed by the phrase ‘accessible tourism’ reflects a case of which there is a lot of talk through the means of communication and through which it is possible to promote a theme that must be at the heart of individual subjects, or the accessibility to the use of public transport and mobility, catering and leisure, so it is a concept that aims to encourage a connection between the various services to make them truly usable for all those people who have diverse needs: children, the elderly, mothers with strollers, people with disabilities who move in a wheelchair or who have difficulty walking, people who have limitations in the upper and/or lower limbs, people who do not see and/or do not hear, who have allergies or intolerances to environments or food. Tourism is, therefore, inclusive. In any case, the word accessibility is configured as an ideal towards which, in order to achieve equality of rights and duties, an equality allows the individual to participate in social life as a whole. Therefore, we must not limit the aforementioned concept, only in relation to tourism, but we must consider it in a broader sense, for example, the World Health Organization (WHO) defines it as the ‘possibility of accessing the benefits that everyday life can offer, without encountering architectural barriers’.

The tourism sector, first of all, is that sector that has felt the need to pay attention to this issue. In particular, the tourism sector sees on the one hand the tourist offer that is proposed by the accommodation businesses, and on the other, the demand characterized by the need to satisfy ever more varied needs.

Accessibility, from this point of view, is configured as the most important feature that the tourist offer must have because it allows to bring the demand closer to the offer, managing to satisfy all the needs inherent in the characteristics of the various subjects. The characteristics that the tourism sector must possess in order to be able to speak of accessibility are as follows: firstly, this important word contains many meanings. It is customary to consider the following aspects in order to take into consideration the concept of accessibility: architectural barriers, sources of danger and sources of fatigue. The presence of these elements makes accessible tourism incomplete because it cannot satisfy the users of these services.

Very often, in fact, institutions and ministries have framed within the concept of accessibility all those people in wheelchairs or those paraplegic subjects, as well as all those people with reduced motor skills.

It is therefore necessary to be able to frame the users of accessible tourism and in this wake to propose accessible transport, viable accommodation facilities, but also proposals and programs with itineraries that are once again accessible. In any case, the audience of recipients of accessible tourism cannot be framed in a certain and definitive way, since people with reduced mobility or to whom the offer of accessible structures and services is extended may concern not only subjects with different types of disabilities such as problems of motor, sensory, cognitive or health type but also people who have food-type difficulties such as, for example, people with food allergies or intolerances.

Tourist accessibility is, however, a problem that occurs in every situation of everyday life. The solution to solve the problem of accessibility must be implemented consistently and gradually: a shared awareness of the creation of a built, urban and building space is needed, as well as consultation at all legislative levels in order to reach a clear and efficient legislation.

Making every guest feel like an active protagonist of their tourist experience must be the goal for all those who care about the well-being and satisfaction of all their guests.

BeingBeing able to offer accessible hospitality is an indicator of not only efficiency and professionalism but also great attention to the quality of the service, also in the face of specific requests from guests with disabilities. It means being able to be highly competitive and enjoy an advantage that allows you to stand out.

Tourism companies can insert important ethical values within their strategic business vision by investing in a social business.

What are the advantages that accessible hospitality can offer to a hotel? The expansion of the market through: 1) the increase in seasonality; 2) the increase in turnover; and 3) customer loyalty.

To achieve these advantages, however, it is necessary to adopt strategies.

Training is the most powerful tool through which those who govern the company can transfer the philosophy and know-how of industry experts on accessible hospitality directly to their collaborators, both in positions of responsibility and coordination and merely executive personnel – skills necessary to set up an organized structure that aims at the best quality of its services and therefore at the satisfaction of its guests.

The legislative progress in India to make education inclusive has shown promise over the past few years. However, the process of implementation does not match up to it. The objective of education is to include students with special needs in regular schools where required preparation and support is not enough. Inclusive practices are seen in physical infrastructure as well as in the curriculum and educational activities. Support means not only financial assistance but also preparing schools, heads of schools, teachers, students, and communities to be inclusive in their minds and actions. In addition, it should be reflected in student outcomes in terms of academic and social participation. To begin with, several positive sparks could be seen in schools in having a special educator, resource rooms, and adaptations in curriculum, teaching methods, evaluations, and an alternative education. Visibility and attendance of students with special needs in schools has increased which is a huge change. However, the question remains about their sustainability and outcomes. This chapter presents insights and practical aspects of inclusive practices, their implementation, and challenges for students with special needs in India.