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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.

The focus of special education around the globe may be to provide specialized instruction to meet unique needs of children to help them achieve their full potential. However, each country around the globe may also have its own unique issues, barriers, legal frames, policies, and practices, as well as a history of its origin and evolution of policies and practices that govern special education in that country. This chapter describes how special education in Spain originated and evolved to its current state. It includes the following chapter sections: origins of special education in Spain; legislative acts; prevalence and incidence of various recognized disability areas; an overview of Spain’s education system including special needs education; current assessment and intervention practices; teacher education practices; family involvement considerations; and future challenges to special education.

The purpose of this paper is to identify the challenges and benefits of hiring individuals with special needs in the hospitality industry in Dubai; understand management, colleague and customer perspectives concerning the integration of individuals with special needs in the workforce; emphasize the need for awareness, communication and training when introducing special needs employees to hotel properties in Dubai; recognize laws and policies in respect to introducing the special needs workforce in hotels in Dubai; and classify the requirements needed to facilitate accessibility and integration of special needs employees in the workforce.

Qualitative research was conducted to better comprehend the benefits, challenges, policies/legalities and perceptions developed when considering employment practices of individuals with disabilities. Interviews with HR directors/managers in hotels in Dubai were conducted using a snowball sampling approach.

This study suggests that hotels in Dubai must increase their efforts to accommodate the special needs market through the provision of accessible areas, changes in perceptions and enactment of coherent laws and policies to prepare for the inflow of disabled tourists during Expo 2020. Further, that these efforts can be better accomplished by employment of individuals with special needs.

High turnover costs and shortages of labor in the hospitality industry have led to the need for the non-traditional labor force to fill the demand created by the upcoming Expo 2020. As the UAE won the bid for Expo 2020, there has been early construction of hotels to adapt to the increased demand in jobs by and influx of tourists including individuals with disabilities.

This paper aims to trace parallels in the unintended consequences of interpretations of special-needs law in Ireland and Sweden.

The paper is conceptual, based on Irish and Swedish legal reports, studies and national planning documents on supports for people with disabilities. It begins by discussing unintended consequences, and then analyses the Irish court decision in Sinnott v. Minister for Education (2001), which stated that the State’s obligation to provide for education for people with special education needs (SENs) ceases when they reach 18 years. It considers how economic considerations influenced that decision. The focus then diverts to Sweden’s human rights culture and the 1994 legislation, LSS (Sweden’s Act Concerning Support and Services for Persons with Certain Functional Impairments), which enshrines equality and support for people with disabilities, including personal assistance (PA). Cost-saving restrictions on PA allowances are discussed.

While the Irish State enacted a law on education rights following the Sinnott case the Education for Persons with Special Educational Needs Act (2004), or EPSEN (2004), it restricts those rights, and sections remain uncommenced. The case may have exhausted litigation as a remedy for people with SENs. In Sweden, austerity diluted the impact of LSS, leading to reduced entitlements and intrusions on privacy. It allowed legal discourse to dominate discussion. Families were negatively affected. In both countries, human rights may have suffered. Identifying which consequences of the legal actions were unintended, and which party did not intend them, can be problematic.

The paper concludes that the courts limited entitlement to the detriment of people with disabilities, and that caution must be exercised in having recourse to law courts in settling entitlements.

The paper is an original analysis of unintended consequences of legal interventions in special-needs policy. It illustrates difficulties in matching visions and systemic requirements in legal and the educational domains.

This chapter provides an overview of special education in Canada, with specific reference to historical and modern trends and practices. Information regarding demographic trends, legislation and policy, contentious issues, Provincial differences, school and classroom practices, teacher education and professional development, and family involvement are outlined. The chapter concludes with a discussion of the ongoing challenges faced by education jurisdictions in Canada with respect to special education.

This part of the report (Part 1 is published in the International Journal of Educational Management, Vol. 5 No. 3, 1991) is a description of each day of the study visit with appropriate comments and impressions. From this, practices used in Denmark which could be of potential benefit in the UK are discussed; and also issues worthy of further study. The study visit raised pertinent questions on UK philosophy on teaching in general and teaching of the disabled; the rights of the disabled; and the responsibility for the provision of education.

The efficient and strong financial system is considered as the backbone of the economy to function properly along with to attract international capital flow, investment and employment. But, on the other hand, weakness in the financial system will create negative impacts on the economy by sabotaging society’s trust in the financial system. In Pakistan, the key component of the financial sector is the banking sector including conventional and Islamic banking. Pakistan is among the pioneer of the Islamic banking sector, its share of 15.6% deposits in the total banking sector. This paper aims to analyze the effectiveness of anti-money laundering (AML) legislation in the Islamic banking sector of Pakistan.

The study is doctrinal legal research. The semi-structured interview approach for analysis have been adopted to analyze the materials used in the study to attain the objective. The survey approach was used in critically analyzing the effectiveness of AML laws in conjunction with Islamic banking of Pakistan by incorporating the expert’s views and perceptions. The interviews conducted through electronic media including email, WhatsApp and LinkedIn.

The findings revealed that the State Bank of Pakistan is playing an active role and bringing stringent updates and regulations from time to time for the enforcement of these legislations. The irony is that these laws are not implemented in a proper way due to a lack of coordination among legislative authorities and the banking sector.

As money laundering is an international recognized offense, the study is based on only the Islamic banking sector of Pakistan. This is a very extensive and contentious matter, and this study is impeding money laundering operations and their analysis to the Islamic banks only.

It is recommended that more efficient laws and regulatory environments are a needed in the Islamic banking sector of Pakistan accompanied by proper and timely implementations of these laws with the joint collaboration of national and international agencies.

This is the first study that incorporated the expert’s opinion from diverse background to analyze the effectiveness of AML legislation with special reference to the Islamic banking sector of Pakistan and contribute significantly in providing greater insight in improving AML legislations in Pakistan.

Historically, learners labeled with disabilities have been denied equal access to and opportunities in mainstream classrooms. Globally, the task of addressing marginalization entails two main approaches. Firstly, there is a need to prevent stigmatization, discrimination, and neglect. Secondly, efforts must be directed toward establishing structures and systems that enable complete and meaningful involvement within educational institutions and various sectors. Educational inequality is associated with various aspects of identity beyond disability status. Factors such as culture, language, race, and gender impact the classroom experiences of children. Consequently, schools must adopt an intersectional approach in their quest to deliver effective, accessible, and inclusive education to all children. Building from the work of UNESCO, we define inclusivity as a transformative process of educators ensuring that all children experience high-quality learning opportunities that respect and value multiple dimensions of diversity. This chapter describes an emerging research–practice partnership focused on organizational learning advancing inclusivity. The partnership is premised on supporting central office administrators and the school-based inclusion planning teams (IPTs) in a public school district implementing a comprehensive reform of their service delivery model for students labeled with disabilities. It involves supporting administrators in Boston Public Schools (BPS) in fine-tuning a theory of action (ToA), designing organizational learning processes to enact this ToA, and evaluating the efficacy of the initiative in advancing effective, inclusive education for students labeled with disabilities.