Situating Disability within Comparative Education: A Review of the Literature

This paper is an inquiry into wherethe topic of disability falls within the vast field of comparative education research. It explores the extent to which disability is present in comparative education literature, and in what ways it is represented. A review of literature across the core comparative education peer-reviewed journals was conducted. Findings show that a limited number of studies in comparative education have examined students with disabilities, but numbers have increased in recent years. Additionally, two major themes emerged fromthe literature: (1) social interpretations of disability, and (2) global versus local. The findings are discussed in terms of implications for inclusive education and future research