Introduction
Inclusive education emphasizes equitable access to education, ensuring that all students feel valued and supported in their learning (Pradhan & Naik, 2024). Despite global commitments such as the World Declaration on Education for All, systemic inequities persist (Vindigni, 2024). Marginalized students, particularly those with disabilities, continually experience exclusion, stigma, and limited access to resources (UNESCO, 2019). This article explores how strengths-based approaches can enhance inclusive education, guided by critical disability studies, intersectionality, and evidence-based teaching practices.
Theoretical Foundations: Disability, Inclusion, and Belonging
Conventional deficit-based models see disability as a limitation, while strengths-based approaches stress students’ capabilities and contributions (Cartagena & Pike, 2022). Critical disability studies challenge deficit narratives by viewing disability as a component of human diversity (Goodley, 2014). Neurodiversity frameworks further emphasize natural cognitive and neurological differences as strengths rather than impairments (Armstrong, 2012). Many Indigenous viewpoints also see disability through the lens of interconnectedness and relationality, worldviews that perceive disability Fostering Inclusive Education: Strengths-Based Approaches to Disability and Belonging By Akomaye Undie and Dr. Oluseyi Dada as a unique gift, emphasizing relationality and encouraging holistic inclusion (Smith, 1999; Velarde, 2018).
Barriers to Inclusion
Despite the support for inclusive education, many barriers persist, which include limited funding, inaccessible school infrastructure, and insufficient teacher training. (Walton, 2018; UNESCO, 2015). Additionally, ableist biases and negative societal attitudes strengthen exclusion (Liasidou, 2012). Intersectionality worsens these challenges, as students from multiple marginalized identities (e.g., racialized students with disabilities) face several disadvantages (Erevelles & Minear, 2010; OHRC, 2024). Addressing these barriers will require a systematically changed policy and educator training.
Strategies for Fostering Inclusion and Belonging
Strengths-Based Approaches
Educators who utilize strengths-based approaches assist students in building their confidence by focusing on their abilities and not their perceived deficits (Galloway et al., 2020). Meyer et al., 2024 assert that an effective approach that provides multiple means of engagement, representation, and expression is the Universal Design for Learning (UDL). An example is when there is an integration of visual aids, interactive technology, and hands-on learning, which increases accessibility for diverse learners (Shabiralyani et al., 2015).
Creating Safe and Supportive Environments
Belonging is foundational to inclusive education (Long & Guo, 2023). Research shows that encouraging emotionally safe classrooms leads to an increase in student participation, and also reduces segregation (Brown & Leigh, 2020; Shurr & Minuk, 2021). Peer mentorship programs and culturally responsive teaching have been seen as effective ways of creating inclusive learning spaces (Ashrafova, 2024). For example, in a 2021 case study at Toronto Elementary School, some neurotypical students were paired with neurodivergent students in a mentorship program. The results showed increased academic engagement and social confidence among neurodivergent students (Canadian Education Association, 2021).
Inclusive Pedagogies and Affirming Practices
Co-creative teaching practices encourage students to take active roles in shaping their learning experiences (Guðjónsdóttir & Óskarsdóttir, 2016). Inquiry-driven and project-based learning permit students to explore subjects that best align with their identities and interests (Freire, 1970; Gholam, 2019). Neurodiversity-affirming practices such as making available sensory-friendly learning tools have also revealed positive outcomes in supporting students facing challenges with sensory processing. (Baron et al. 2009; Connolly et al 2024).
Conclusion
Inclusive education does not only represent the accommodation of differences but also encourages celebrating them as important to diverse learning communities (Jardinez & Natividad, 2024). By adopting strengths-based pedagogies, encouraging emotionally supportive environments, and implementing inclusive policies, educators can dismantle systematic barriers and create equitable opportunities for all students (Galloway et al., 2020). To advance this cause, continuous research and advocacy are necessary to guarantee that inclusive education remains a priority in educational policies and practices (Queen’s Faculty of Education, 2019; Eden et al., 2024).
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Akomaye Undie is a dedicated researcher and educator committed to advancing inclusive education and the integration of assistive technology to support learners with diverse needs, including those with developmental disabilities. He is currently pursuing a Ph.D. in Special Education at Queen’s University, where his research centers on the availability and use of assistive technologies in resource-constrained settings, particularly in Nigeria. His work tackles crucial challenges, including improving accessibility, promoting equity, and leveraging technology to create inclusive learning environments. Before pursuing his doctoral studies at Queen’s, Akomaye served as a lecturer and career counselor at the University of Calabar, Nigeria, where he taught courses in counseling, education psychology and special education. His extensive teaching experience spans diverse topics, including vocational development, assessment in special needs education, and working with families of children with disabilities. He has also contributed to research on work motivation, job satisfaction, and the efficacy of digital learning technologies, with several publications in peer-reviewed journals. Currently a doctoral student at Queen’s University, Akomaye is a member of the Autism and Developmental Disabilities Research Group (ADD*Ed) and also works as a research assistant for the STEAM+ research group in the Faculty of Education at Queen’s. His passion for creating equitable and inclusive educational opportunities is reflected in his teaching, research, and community engagement efforts, making him a valuable advocate for learners and educators worldwide.
Dr. Oluseyi Akintunde Dada is a distinguished researcher and educator dedicated to advancing inclusive education and the use of technology to support learners with diverse needs, including those with disabilities. He holds dual Ph.D.s in Special Education from the University of Ibadan and in Educational Research, Measurement, and Evaluation from the University of Calabar, Nigeria. His research focuses on curriculum adaptation, assistive technology, and equity in education, particularly in resource-constrained environments. An Associate Professor at the University of Calabar, Dr. Dada has extensive experience teaching and mentoring students in special education, psychology, and inclusive education. His expertise spans psycho-educational assessment, intervention strategies, and the development of individualized education programs. He has published over 60 scholarly articles and contributed to multiple book chapters, solidifying his impact on educational policy and practice. Dr. Dada has received several research grants, including awards from the Tertiary Education Trust Fund (TETFund) and the Ford Foundation, supporting his work in identifying gifted and talented students and assessing policies for persons with disabilities. He is also the first Director of Diversity, Equity, and Inclusivity at the University of Calabar, where he plays a critical role in shaping inclusive policies. A passionate advocate for equitable education, Dr. Dada actively engages in international academic collaborations, research, and community initiatives to ensure that all learners, regardless of ability, have access to quality education and support.