Students for special needs education are members of racial, ethnic, linguistic, and cultural minority groups.  The minority groups are trapped in contexts with fewer material and human resources in which low educational performance rates are entangled with structural inequities in a self-perpetuating cycle.  Historically, there have been synergies to forge civil right gains among disparate minority groups. The disability rights movement, for instance, benefitted from the lessons, strategies, and

victories of African American struggles for civil rights. It has been recognized that the adoption of a collective identity as disabled under a minority group model, along with demands for legal rights yielded the “theoretical foundation” for the ADA

http://epaa.asu.edu/ojs/article/viewFile/1919/1766

Veronica:

You can also form an interest group and begin lobbying for the needs of your target group thru your University's council representative. Look at other universities' diversity and inclusiveness educational policies to get a head start and adapt and modify to suit your own needs. Your question hits home as I have also experienced the invisibility of a minority as an international student. The attached helps to show the importance of such policies that I hope would helpful to your topic.

Best regards,

Debra

Data Generation I: International and invisible in a workforce edu...

See Alan Daly's book, Social Network Theory and Educational Change as well as Anthony Bryck's Trust in Schools--for case studies and examples.

There has been a lot of work on this and one very practical work has been under the heading of mind the gap in the UK and is available on the website of the EEF (the Educational Endowment Fund.) This looks at very practical strategies. Lani Florian has done a lot of writing which is more theoretical but is also evidence based that may help

This issue takes on two forms. While you speak of the development of 'appropriate inclusive educational policies', there is also the need for the implementation of such policy to deliver and impart the education to the students.

Krishnan speaks of 'special needs education are members of racial, ethnic, linguistic, and cultural minority groups' and then includes reference to the disabled later on. We should also include gender issues in this list as well. These groups, singularly or together, represent the recipients of this education. 

There are many existing policies about the provision of education throughout the world, at national or state government levels, at institutional levels (within schools, colleges or universities) or within regions or communities. It should not be difficult to look at some of these, posted on the web, at the appropriate level -  government, institution, region, community etc - to see what suits your needs. Some of the respondents have also guided you to publications and scholarly works.

No matter what policy directions you chose, there is still the need to find the political will to implement these policies as well as the financial backing to put programs into place.

This all represents the structural side of the educational process. To me the implementation is all important - knowing what curriculum areas to follow, knowing the educational philosophy that underpins what you want to achieve, developing the content of your educational program/s and then putting in place the relevant strategies to ensure appropriate, timely and professional delivery using the resources (both human and buildings/rooms, equipment, books etc) you have at hand. Will this delivery be a general one, developing knowledge, concepts and skills across an age range or be subject specific, or targeted to a specific audience (e.g. Yr 5 Primary, or a trades course, or an all-female group etc)?

In some ways I think you need to decide whether to work from top down (policies first and then down to implementation with the minutiae of detail identified as you go) or bottom up (work in reverse, identify who your target audience is by skills level, age, community or region etc) and see what policies emerge from out of the process as the final result of this reverse planning.

Whichever way you choose, it is the planning and the architecture of what you do in the first place that will ultimately decide the success or otherwise of your program/s and policies.

Good luck