Around the world, institutions of higher education are recognising their responsibilities to achieve the full inclusion of individuals with differing needs and/or disabilities. The frameworks of universal design (UD) and universal design for learning (UDL) offer unique ways to build inclusiveness in our systems. The role of UD and UDL to strengthen successful inclusion of persons with differing needs in higher education programmes is presented from literature, inclusive of national and international policies and resources. Examples from South African and US institutions of higher learning are shared. Discussions of online accessibility, environmental issues, professional development, barriers to inclusion and recommendations for future development in an international context provide a vision for developing inclusive learning environments in higher education.

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“Issues Faced by Special Educators Around the World During the Pandemic” examines the context of various countries and the education they provide to students when the COVID-19 pandemic hit the world. Within this context, various concerns which arose at the outset as well as interventions which have been initiated to provide education to children and youth, support to families, and efforts to empower teachers and parents to provide alternatives to in-person instruction are examined. Discussion follows considering which of these interventions may be continued after the end of the COVID-19 pandemic.

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