From Rights to Reality: Disability Inclusion Gaps in Higher Education Policies Across the Global North and Global South

Abstract

This study examines the gap between disability rights and their implementation in higher education policies across the Global North and Global South. It explores how structural exclusion and institutional discrimination shape access to education for students with disabilities. The analysis is guided by the Social Model of Disability and the Rights-Based Approach, which together explain disability as a product of social barriers and legal obligations. The study adopts a comparative qualitative design using secondary data from academic literature. It compares policy frameworks, institutional practices, and implementation outcomes in different regional contexts. The focus is on how formal rights are translated into real access within universities. Findings show that structural barriers persist in both contexts. These include inaccessible infrastructure, rigid admissions, limited curriculum flexibility, and weak support systems. In the Global North, legal frameworks are stronger, but delays, bureaucratic procedures, and uneven implementation reduce effectiveness. In the Global South, challenges are more severe due to weak enforcement, limited funding, and shortage of trained staff. The study concludes that legal rights alone do not ensure inclusion. Effective implementation depends on institutional capacity, funding, administrative efficiency, and academic culture. Strengthening enforcement, improving resources, and integrating disability rights into everyday university practice are essential for real inclusion. The study is limited by its reliance on secondary sources, which may not fully capture recent institutional changes or lived experiences of students.