Human rights, disability and inclusive education. Empowerment of children with disabilities through inclusive/natural education and arts

Abstract

This thesis investigates how inclusive education, enriched by natural and artistic approaches, empowers children with disabilities to enjoy their human rights, particularly and not limited to conflict-affected settings. Drawing on qualitative case studies from Cameroon, Brazil, Sweden, and Uganda, it examines how inclusion is conceptualised and operationalised amid diverse sociopolitical contexts marked by social inequality, resource scarcity, and armed conflict. The research highlights that inclusive education is a dynamic, rights-based process that fosters agency, participation, and holistic development, transcending mere physical access. Central themes include the critical role of arts and creative expression in overcoming communication barriers and supporting psychosocial well-being, the importance of community and stakeholder engagement, and the challenges posed by governance disconnects and cultural resistance. The study reveals that conflict exacerbates exclusion through damaged infrastructure, stigma, and limited resources, yet inclusive education offers pathways for resilience and empowerment. Methodologically, the thesis employs a mixed-methods design combining qualitative interviews with professionals working with children with disabilities, comprehensive literature reviews, as well as analysis of secondary data, including international normative frameworks and policy documents. While limitations include sample size and direct inputs from children, the thesis contributes and advocates for sustained investment, participatory approaches, and context-sensitive policies to ensure equitable educational access and meaningful inclusion for children with disabilities, whether in stable or fragile environments.