Pathways to Advancing Inclusive Education in Developing Economies: A Systematic Review

Abstract

Global education reform has put more emphasis on including all learners in regular classrooms. Despite profound global pledges, disabled students continue to be beset by severe education issues, where exclusion is more pronounced at the secondary level because of increased dropout rates. Thus, inclusive education has not taken firm and lasting hold in most countries. It is not clear the high levels of school exclusion persist even though inclusion is advocated by moral, political, and legal traditions. Therefore, this study examined pathways to advancing inclusive education, particularly for developing economies. It identified solutions to bridge existing gaps and make inclusive education a viable, sustainable choice for all learners. Systematic review of literature was utilized by the research in seeking inclusive education related literature and progression strategies. The study employed a narrative literature review method. In this study 15 articles were extracted using Preferred Reporting Items for Systematic Reviews and Meta-Analyses to guide the selection process. The data were analysed using inductive content analysis. The findings emphasizes that inclusive education need to be implemented through a multi-level, systemic change rather than piecemeal approaches. Success hinges on concerted action through policy development, teacher preparation, access to technology, community involvement, and responsiveness to local contexts. Moreover, effectiveness of inclusion can be achieved by means of equity-driven reforms supported by curriculum change and elimination of socioeconomic impediments. Data-informed decision-making, international cooperation, and local relevance are essential. Besides, inclusive education should be founded on equity, justice, and respect for the lived experiences of all learners. Therefore, the inclusive education policy needs to be contextualized to local circumstances in order to address the specific cultural, linguistic, and socioeconomic needs of the communities.