- Джурило, Аліна Петрівна (orcid.org/0000-0002-5129-6724) (2026) International practices of academic support for students with special educational needs in higher education: experience of the United States, Canada, Australia, and Japan Інноваційна педагогіка, 1 (91). pp. 11-14. ISSN 2663-6085
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Abstract
The article presents a comparative overview of international practices of academic support for students with special educational needs in higher education, drawing on the examples of the United States, Canada, Australia, and Japan. The relevance of the study is determined by the steady global increase in the number of students with disabilities enrolled in higher education institutions, as well as by the growing need to ensure equal access to quality education in accordance with the provisions of the United Nations Convention on the Rights of Persons with Disabilities and other international human rights and inclusive education standards. The purpose of the article is to identify common features and differences among national models of academic support for students with special educational needs and to determine effective institutional and organizational mechanisms that contribute to their academic success and full participation in the educational process. The methodological framework of the study is based on comparative, systemic, and institutional approaches, as well as an analysis of contemporary scholarly publications, legal and regulatory documents, and official reports of governmental and university bodies. The article examines the legal and regulatory foundations of academic support for students with disabilities, the functioning of specialized support centres at leading universities in the selected countries, and organizational models of interaction among administrative, academic, and support units. Particular attention is paid to the implementation of Universal Design for Learning principles, the development and use of assistive and digital technologies, systematic professional development of academic staff for inclusive teaching, and the establishment of a culture of institutional responsibility for inclusion. Key areas of academic support for students with special educational needs are outlined, including individualized academic accommodations, counselling and psychological support, promotion of social integration, development of student autonomy, and preparation for future professional activity. The comparative analysis made it possible to identify factors determining the effectiveness of national models of academic support, such as the clarity of the regulatory framework, institutional autonomy of universities, interdisciplinary cooperation, and a student-centred approach. The study synthesizes best international practices that may serve as conceptual and practical benchmarks for the development of inclusive higher education systems and for improving mechanisms of academic support for students with disabilities in other countries.
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