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@article{184734,
        author = {Raghavi Luthra},
        title = {Comparative Education Policy Analysis: Inclusive Education for Deaf Students in the Context of Official Sign Language Recognition and CRPD Mandates (UAE, Canada, Brazil)},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {4},
        pages = {3052-3059},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=184734},
        abstract = {The paper explains how legislative affirmation of national sign languages and mandatory implementation of CRPD-mandated inclusive education policy frame deaf learners' academic success. Comparing Canada, Brazil, and the United Arab Emirates (UAE) through comparative analysis, the study establishes how the enabling/disabling nature of sign language policy enables/disables substantive inclusion. Canada and Brazil, with official status for their national sign languages, illustrate stronger institutionalisation, enhanced teacher training, and better academic success for deaf learners. The UAE, with no official recognition of Arabic Sign Language, still faces systemic exclusion and limited scholarly development. Based on a qualitative content analysis of secondary data from research studies, government reports, and CRPD implementation reviews, the study identifies both improvements and lingering hindrances. The study points out the importance of legal affirmation but equally emphasizes the need for follow-up practical measures such as teachers' training, provision of interpreters, as well as community mobilization in order to attain substantive inclusiveness as well as linguistic equity in education.},
        keywords = {},
        month = {September},
        }