Abstract

Conclusion. This study was conducted recently following a major political transition in Afghanistan, when educational access—particularly for women—had become increasingly restricted. The findings thus represent both lived experiences and a historical snapshot of inclusion before such access was curtailed. Findings highlight that inclusion in Afghan HEIs remains largely aspirational, constrained by infrastructural, institutional, and societal barriers. Genuine inclusion requires systemic change and strong policy implementation at the Ministry of Higher Education (MoHE). Findings of this study reinforce the importance of a rights-based approach to inclusive education, aligning with the principles of the CRPD and SDG4.

Keywords: Students with disabilities, higher education, Afghanistan, narrative analysis, inclusion.

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