The study explored the critical importance of collective interaction, going beyond the perspective of individualism, to explore the inclusion of students with disabilities in higher education. The case study aimed to explore the practices of interactions and perceived influence of the interactions on the inclusion of students with disabilities studying at Nepalese public colleges. Mainly, data were collected via interviews, and surveys were also conducted as a preliminary study. Participants comprised students with disabilities and stakeholders for interviews. The study showed that the collective interactions in the colleges were positive but practiced in limited ways. The positively perceived interactions were found to significantly contribute to both the academic activities and social cohesion of students with disabilities and stakeholders. However, the negative interactions of stakeholders were reported to be negatively impacting the inclusion of students with disabilities. The study emphasizes the potential of "collective interaction" in fostering an inclusive environment, suggesting a departure from more individualistic models. Applying this concept within higher education policy could considerably contribute to inclusion practice and culture in the Nepalese and global contexts.
Journal of Comparative and International Higher Education, v18 n1 Article 10 p257-288 2026
