Assessing the working practices and the inclusive programs to students with disabilities in the Egyptian museums: challenges and possibilities for facilitating learning and promoting inclusion

Following the implementation of 2018’s laws on rights persons with disabilities (PWDs) in Egypt, students (SWDs) have both legal and moral to meaningful learning opportunities inclusive education. Despite that, SWDs still very limited education resources which limit their career aspirations quality life. In this respect, whether as part formal or lifelong is central museum’s mission. Museums, non-formal education, are being acknowledged for educative powers investments development formal, non-formal, informal experiences. Further, phrases such “inclusivity,” “accessibility,” “diversity” were notably included newly approved museum definition by ICOM (2022) emphasizing museums’ obligations embrace societal issues shape a cultural attitude concerning disability rights, diversity, equality together overcoming exclusionary educational practices. The study seeks investigate existing practices Egyptian museums achieve SWDs. Qualitative research approaches been employed answer specific question: How can work within governing systems support beyond system? aims assess potential facilitating it examines capability contributing striving inspired social model that fosters programs adopts human rights-based approach. results revealed contributed SWDs, yet small-scale individual efforts, but they already engaged active address suggests need be supported government state instruments direct actors advancing implementing appropriate pedagogies favor