Inclusion at the University From a Legal Point of View

This is the authors' abstract. We don't add key points for this paper.

Purpose: This study examines the international and European legal framework governing integration in education, with a particular focus on higher education institutions and the protection of students with disabilities and other vulnerable groups. The study traces the evolution of integration from a social concept to a legally recognized principle based on equality, accessibility, participation, and non-discrimination. Materials and Methods: The study employs a comprehensive normative, historical, and comparative legal methodology. International legal instruments, including the Convention on the Rights of Persons with Disabilities, UNESCO and UNICEF standards, European Union law, and the case law of the European Court of Human Rights and the Court of Justice of the European Union, were analyzed to assess legal standards regarding inclusive education and reasonable accommodations. Results: The analysis shows that inclusive education has become an essential element of the right to education under international and European human rights law. The case law of the ECHR establishes that the lack of reasonable accommodations, accessibility, and individualized support may constitute discrimination and a violation of the right to education. Conclusion: Inclusive education is evolving into a multidimensional legal standard that requires not only formal equality but also effective participation, institutional support, an accessible environment, and systemic measures aimed at ensuring equal educational opportunities for all students in higher education.