Disability, as a diversity issue cannot be pursued alongside other issues that cut-across diversity such as language, ethnicity, race and culture. However, as a student in higher learning, I have interacted with several people in numerous contexts whose disability demands are based on different approaches in and outside the classroom. Often, disability is limited to a state of being different in a less productive way (Kim & Aquino, 2017). Higher learning has, for a long time, not considered inclusiveness as being a necessary part of those living with disabilities. It does not offer an opinion for disability issues being an aspect that would in any way contribute to the society’s growth or levels of development. Special education leads to diversity and enhances relevance of disability cases. The rate at which inclusive schooling has developed into the grand narrative is based on having rights-based education and letting go of the assumptions that are underlying in line with disability (Thompson, 2018). Inclusiveness in education is a very important educational imperative that seeks to develop and improve the quality of education. Its effectiveness is evident in that it creates settings where the agenda is educationally inclined, and rights are pursued in equal measure.

There are several human rights arguments through which inclusive schooling has found a way to conflate disability with diversity. This follows a complex web of concepts that overlap and form a phenomenon that arises from culture all the way to other forms of diversity that are held in high regard. Several persons living with disabilities have not been given provision for instruction outside the classroom (Knoll et al, 2017). This reduces their level of relevance and the expectations that concern a contribution to the society and a level of growth; it is not attributable to other aspects of their personality other than that of exclusion and low status capabilities. According to a definition by the CRPD, those living with disabilities are inflicted with long-term mental, physical and intellectual impairments, as well as the sensory aspects. The limits placed on the definition only goes to show that diversity has not fully included disability, which subsequently limits the perspective placed overall, and limits the extent of its exploration. The expansion of the concept is bound to change the constitution on which the diversity issue is grounded as well as the perspective that comes with it. The activities that human beings in influential positions are adapted to are the main determinant for the probability of inclusiveness outside of specialised schools. 

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The understanding of those living with disability on the issues discussed is not limited and they focus on inclusion as a right (Shallish, 2017). This understanding would remedy the challenges they face and relate it to fighting marginalisation and stigma. The enhancement of their own diversity consciousness and awareness needs to come from the knowledge of their diversity as being important to other common versions of diversity. This in other aspects can be considered as being more important than all other popular versions of diversity. The unique conditions that disabled persons’ face can be considered as conditions that require policies and quick responses altogether. The knowledge of this diversity as a right will lead to a creation of policies based on the nature of disabilities and how they translate to their general educational interactions (Mackelprang, Salsgiver & Salsgiver, 2016). Those with disabilities, unlike other forms of diversity, have the capability to express differences that affect the way they learn, give responses and behave, for their needs to act as an additional educative aspect rather than act as a limitation. Disability is thus, a diversity issue whose needs ought to be tackled expeditiously.


Kim, E., & Aquino, K. C. (Eds.). (2017). Disability as diversity in higher education: Policies and practices to enhance student success. Taylor & Francis.

Knoll, K. R., Woiak, J., Lang, D., Goering, S., & Cory, R. C. (2017). Disability studies curriculum transformation: Building a program and cultivating a community. Journal of Disability & Religion, 21(4), 360-380.

Mackelprang, R. W., Salsgiver, R. O., & Salsgiver, R. (2016). Disability: A diversity model approach in human service practice. Oxford: Oxford University Press.

Shallish, L. (2017). A different diversity?: Challenging the Exclusion of Disability Studies from Higher Education Research and Practice. In Disability as Diversity in Higher Education (pp. 19-30). London: Routledge.Thompson, T. L. (2018). Disability resources in higher education, part 3: Disability and diversity. Dean and Provost, 19(8), 6-6.

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