Abstract
Inclusive education ensures equal access to quality education for all learners, regardless of their abilities, backgrounds or circumstances, and is a global imperative. It is firmly entrenched in international frameworks such as the Salamanca Statement and Framework for Action, as well as Sustainable Development Goal No. 4, which aims to ensure that all education systems offer inclusive and equitable quality education while promoting lifelong learning opportunities for all. The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) also emphasizes the need for education systems to transform towards inclusion. Article 24 of the UNCRPD specifically focuses on education, highlighting the right of people with disabilities to inclusive education at all levels. Furthermore, national policies in Tanzania and Zanzibar recognize the importance of inclusive education and outline strategies for its implementation. Despite these commitments, challenges persist in realizing inclusive education, particularly within higher learning institutions. This chapter explores the current state of inclusive education practices at the State University of Zanzibar (SUZA), identifies the factors that facilitate or hinder its implementation and proposes recommendations for enhancing inclusive education practices at SUZA.
Cite this
Said Juma; Stuart Busby, (2025), Community and Inclusion, 122-136
