Disability, Inclusion and Language-In-Education Policy in the Global South: the Colombian Context

Authors

Rosa Dene David, University of British Columbia, Canada
Kimberley Brown, Portland State UniversityFollow

Published In

Center for Educational Policy Studies Journal

Document Type

Article

Publication Date

3-23-2026

Subjects

Education Policy

Abstract

This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing.

Rights

Copyright (c) 2026 The Authors Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.

DOI

10.26529/cepsj.1441

Persistent Identifier

https://archives.pdx.edu/ds/psu/44549

Citation Details

David, R. D., & Brown, K. (2022). Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context. Center for Educational Policy Studies Journal, 12(4), 13–33.