Abstract:

Global and European inclusion and education policy documents set the conditions and recommendations for ensuring inclusive education at all levels. In this regard, the principles of environmental accessibility are introduced in higher education institutions in Latvia. This is considered a significant achievement. However, social discussions and case studies confirm that the approach to implementing the mentioned principles is too formal and the environment is not functionally usable for the study process for students with special educational needs. The increase in the number of students with disabilities in higher education and the challenges they face in the educational process highlight the need for inclusive higher education the identification of students' individual needs and the type of support and adaptation required for implementing inclusive higher education. To identify students' special needs and requirements for inclusive higher education, an evaluation tool was developed, which included questions on each of the key elements of an inclusive environment – accessible information environment, accessible physical environment, adapted learning process and inclusive emotional environment. The evaluation tool was based on a universal design. Four principles were taken into account: clear and understandable survey instructions, transparent, easy-to-understand framework and simple wording, mainly closed questions, survey completion time, and clear and understandable answer menus. The evaluation tool and data analyses from the general population of students in Latvia will demonstrate the hidden and visible challenges of inclusion of students with special needs in higher education.

Keywords:

Inclusion, higher education, special needs, disabilities.