• Researcher, Institute on Community Integration
  • Founder and CEO, Fora Education

Dr. Matthew J. Schuelka is a researcher, consultant, evaluator, teacher, and writer. He has experience at all levels of education from kindergarteners to graduate students, and has lived and worked in numerous countries around the world. Dr. Schuelka is the Founder and CEO of Fora Education, a non-profit company that specializes in education research, consultancy, technical partnership, products, and services. He has worked in higher education since 2010, having taught at Stanford University, the University of Minnesota, Royal Thimphu College, the University of Nottingham (Malaysia campus), and the University of Birmingham (UK and Dubai campuses). 

Currently, Dr. Schuelka is a researcher at the Institute on Community Integration at the University of Minnesota. He is the author or editor of numerous books, chapters, and articles. Dr. Schuelka has been primary investigator for large-scale international research projects funded by the Toyota Foundation, the European Union, UKAid, and the British Academy; as well as a consultant with numerous agencies including USAID, UNICEF, UNESCO, DfID, and JICA.

Dr. Schuelka has a wide research focus on inclusive education design, policy, systems, and structures; inclusion as a whole-school approach (i.e. Multi-Tiered Systems of Support, Universal Design for Learning, and other frameworks); educational anthropology; and disability studies



Understanding, Developing, and Supporting Meaningful Work for Youth with Disabilities in Bhutan: Networks, Communities, and Transitions

Supports the inclusive community employment of youth and young adults with disabilities in Bhutan, a mountainous kingdom in south central Asia. This program of research and development will be …


NCEO Technical Reports: Diploma Options, Graduation Requirements, and Exit Exams for Youth with Disabilities: 2011 National Study (#62)

A report documenting results from the fifth in a series of similar studies on state graduation policies and diploma options conducted by the National Center on Educational Outcomes (NCEO). The …

Published: April 2012

The Impact of the COVID-19 Related School Closure on the Mental Health and Well-Being of Children with SEN and Their Parents in Algeria

The COVID-19 pandemic has changed our lives and affected different nations in different ways. In Algeria, education has been hit hard by the lockdown as schools embarked on a total closure to stop …

Published: 2022

Employment and Participation in Meaningful Activities for Persons with Disabilities in Bhutan: Results from a National Survey

The Comprehensive Survey of Transition and Employment of Youth with Disabilities in Bhutan was conducted in late 2019, as part of a project on employment and meaningful participation of youth with …

Published: 2022

Disability-Inclusion Resources for Employment, Coaching, and Training

The Online Resource and Learning Center was developed by experts in the US, UK and Bhutan as part of an international collaborative titled Understanding, Developing, and Supporting Meaningful Work for Youth with Disabilities in Bhutan: Networks, Communities, and Transitions. This resource is designed to support the socio-economic inclusion of persons with disabilities in low and middle income countries. The online modules cover the topics of Inclusive Employment, Transition and Work-Based Learning, and Self-Determination and Self-Advocacy, among others.

Published: 4/12/2021

Global Directions in Inclusive Education: Conceptualizations, Practice, and Methodologies for the 21st Century

Global Directions in Inclusive Education pushes the conceptual boundaries of "inclusive education" and explores new ways to research and envision inclusion and diversity in education for all …

Published: 2021


  • Educational accountability and assessment
    • Universal Design
  • International initiatives
    • Inclusive education