The institutionalization of inclusive education

The gap

Evidence profile

Stated in the limitations and recommendations and conclusions sections of the source papers, classified as general, spanning 6 journals.

Supporting evidence — 8 representative gaps

• Exploring Inclusive Mathematics Pedagogical Practices: A Case Study of Malaysian Primary School Teachers (2026) · International Journal of Learning, Teaching and Educational Research · doi

  International scholarship underscores 2.1 Inclusive Mathematics Education Inclusive mathematics education encompasses instructional practices designed to ensure that all learners, including pupils with diverse learning needs, can meaningfully engage in mathematical learning experiences (Moodley & Chetty, 2024). inclusive mathematics classrooms not only enhance equitable access to the curriculum but also cultivate positive mathematical identities, learner agency, and a sense of belonging (Beighton, 2024). Research further suggests that, when effectively implemented, inclusive mathematics environments support deeper conceptual understanding, the use of multiple encourage collaborative reasoning, and representations of mathematical concepts benefiting all pupils (Bessarab et al., 2023; Pokhrel et al., 2024). facilitate that In Malaysia, inclusive mathematics instruction is situated within the Ministry of Education Inclusive Programme which advocates for the integration of pupils with disabilities into mainstream classrooms, including mathematics instruction (Special Education Department, 2018). However, where appropriate implementation varies significantly across schools, shaped by differences in teacher preparedness, access to instructional resources, and institutional attitudes toward inclusion (Curriculum Development Department, 2017). While national policies articulate a clear vision for inclusive education, challenges persist in operationalizing these values within mathematics classrooms (Rosli et al., 2022). The subject’s traditional emphasis on standardization, procedural fluency, and rigid curriculum pacing often conflicts with inclusive pedagogical practices (Curriculum Development Department, 2017). These systemic tensions shape both the instructional realities and the pedagogical expectations placed upon mathematics teachers in inclusive educational settings (Lubis et al., 2021). 2.2 Pedagogical Approaches in Inclusive Mathematics Teaching Effective inclusive mathematics instruction necessitates the use of pedagogical strategies grounded in evidence-based frameworks, such as Universal Design for Learning (UDL) (CAST, 2018), Differentiated Instruction (DI), and instructional scaffolding (Jutte & Luken, 2020). UDL promotes flexible instructional pathways by incorporating multiple means of representation, engagement, and expression, thereby enabling diverse learners to access mathematical content through various http://ijlter.org/index.php/ijlter 586 modalities (Stasiunaitiene & Navaitiene, 2021). Differentiated instruction, by contrast, focuses on tailoring tasks, support mechanisms, and pacing to learners’ readiness levels, interests, and learning profiles (Rodrigues et al., 2022). Scaffolding techniques including guided questioning, structured modeling, visual aids, and the Concrete–Representational–Abstract (CRA) instructional sequence have also proven effective in supporting pupils with learning difficulties in mathematics (Cameron, 2025; Yakubova et al., 2020). These approaches help bridge the gap between learners’ existing knowledge and abstract reasoning, thereby facilitating conceptual understanding (Purwadi et al., 2019). Additionally, the use of multimodal instruction, manipulatives, and visual thinking tools enhances cognitive accessibility for pupils who struggle with symbolic representation and linear problem-solving processes (Miyauchi, 2020). Nevertheless, implementing these strategies requires careful instructional planning. Mathematics educators must align inclusive teaching practices with curriculum goals, ensuring that necessary adaptations maintain both task rigor and conceptual depth. Striking this balance remains a core pedagogical challenge in inclusive mathematics classrooms (Chuen et al., 2022; Haris & Khairuddin, 2021). 2.3 Teacher Professional Knowledge in Inclusive Mathematics Teaching Teacher professional knowledge is a critical determinant of effective inclusive mathematics teaching, particularly in classrooms that accommodate inclusive pupils. In inclusive mathematics settings, teachers are required to make informed instructional decisions that ensure accessibility while maintaining conceptual rigour and alignment with curriculum standards (Greenstein & Baglieri, 2018).

  generalstated in limitationsevidence 5/5
  Keywords: inclusive mathematics instructional pupils curriculum instruction education learning classrooms pedagogical learners mathematical conceptual teaching practices
• Assistive Technology and Mathematics for Learners with Disabilities (2026) · Community and Social Development Journal · doi

  Considering the significant findings revealed and conclusions drawn in this study, the researchers suggested the following recommendations. 1. Develop and implement a structured support system for learners with disabilities. Schools should establish dedicated intervention programs that cater to the specific needs of students with disabilities. 2. Promote the consistent and effective use of structured support system for learners with disabilities through clear implementation guidelines, ongoing monitoring of student progress, and strong collaboration among teachers, administrators, and support staff to maintain inclusive educational practices. 3. Strengthen the integration of assistive technology by improving access to resources and training and increase institutional and financial support for assistive technology implementation. 4. Provide regular teacher training and capacity-building programs and conduct further research on the long-term impact of assistive technology on student performance. 5. Promote strong collaboration between teachers, school administrators, parents, and support staff to enhance inclusive practices and ensure the holistic development of learners with disabilities. New knowledge and the effects on society and communities This research provides new understanding about the integration of assistive technology in mathematics instruction for learners with disabilities. It shows how tools such as screen readers, tactile graphics, interactive software, and digital manipulatives improve accessibility and engagement. These technologies help students with diverse needs participate more actively in learning and promote equal opportunities in education. The study also highlights the importance of teacher training and preparedness in using assistive technology. When teachers are equipped with the right knowledge and skills, they can adjust their teaching methods to support individual learning needs. This approach helps students become more confident, independent, and motivated to learn mathematics while reducing fear and anxiety. In a broader sense, the study contributes to building an inclusive society that values diversity and equality. Providing access to assistive technology allows learners with disabilities to become more involved in school and community activities. It encourages cooperation, empathy, and respect among students, teachers, and families. The findings can guide schools and policymakers in improving educational programs and creating inclusive environments. By supporting the use of assistive technology, communities can ensure that every learner has the opportunity to succeed academically and socially. This leads to stronger, more inclusive communities where education becomes a shared path toward progress and empowerment.

  generalstated in recommendationsevidence 5/5
  Keywords: assistive technology support disabilities learners inclusive students teachers programs needs promote training communities structured system
• Parental assessment of SPED teachers’ practices in content adjustment and instructional support for learners with special educational needs (2026) · International Journal of Education Learning and Pedagogical Sciences (INJELPS) · doi

  Based on the conclusions of the study, the following recommendations are offered. ⒈ Teacher professional development programs may be enhanced to focus on the integrated application of content adjustment and instructional support, including differentiated instruction, scaffolding, and assistive technology. ⒉ School administrators may provide resources and institutional support, including access to assistive technologies and instructional materials, to strengthen inclusive teaching practices. ⒊ Teacher education institutions may integrate inclusive education strategies more deeply into pre-service and in-service training, emphasizing the simultaneous application of adaptive instructional practices. ⒋ Educational policymakers may consider developing policies that support sustained funding for inclusive education programs and promote structured parent-teacher collaboration mechanisms. ⒌ Future researchers may expand the scope of the study by including larger and more diverse samples and incorporating qualitative approaches to gain deeper insights into instructional practices and stakeholder perspectives. REFERENCES Albert, J.R., Basillote, L., Alinsunurin, J., Vizmanos, J.F., Muñoz, M., & Hernandez, A.C. (2023). Sustainable development goal 4 on quality education for all: How does the Philippines fare and what needs to be done? Philippine Institute for Development Studies, 23(16), 1-64. https://doi.org/10.62986/dp2023.16 Alsolami, A., & Vaughan, M. (2023). Teacher attitudes toward inclusion of students with disabilities in Jeddah elementary schools. PLoS ONE, 18(1), 1-13. https://doi.org/10.1371/journal.pone.0279068 Beauregard, F. (2011). Practices adopted by parents of children with dysphasia in inclusive primary school. Exceptionality Education International, 21(3), 15-33. https://doi.org/10.5206/eei.v21i3.7680 Cadag, C.E. (2024). The effectiveness of individual performance commitment review form as an evaluation tool to improve teachers’ performance: Basis for technical assistance. International Journal of Multidisciplinary Applied Business and Education Research, 5(2), 724-747. https://doi.org/10.11594/ijmaber.05.02.30 Calumpang, M.A. (2025). Assessing the relationship between attitudes and self-efficacy of private school receiving teachers toward inclusive practices. International Journal for Research in Applied Science and Engineering Technology, 13(7), 1379-1401. https://doi.org/10.22214/ijraset.2025.73184 Carvalho, M., Cruz, J., Azevedo, H., & Fonseca, H. (2022). Measuring inclusive education in Portuguese schools: a questionnaire. Frontiers in Education, 7(812013), 1-9. and adaptation https://doi.org/10.3389/feduc.2022.812013 validation of Casinto, C.D. (2022). Does school climate matter in inclusive education? A case of instructional leadership in the Philippines. International Journal of Social Sciences and Educational Studies, 9(1), 91-106. https://doi.org/10.23918/ijsses.v9i1p91 Dapudong, R.C. (2014). Teachers’ knowledge and attitude towards inclusive education: basis for an enhanced professional development program. International Journal of Learning and Development, 4(4), 1–1. https://doi.org/10.5296/ijld.v4i4.6116 Espeño, S., Babiano, E.H., Bucoy, M.L.R., Busime, E.L., & Borja, J.M.A.D. (2024). Issues and challenges of implementing special education (SPED) curriculum in the Philippines: A systematic literature review. Jurnal Inovasi Pendidikan, 2(4), 195-205. https://doi.org/10.60132/jip.v2i4.390 Fabunan, S.H., & Cabal, E.M. (2025). School heads’ level of competence in the implementation of inclusive education. International Journal of Multidisciplinary Applied Business and Education Research, 6(2), 701–717. https://doi.org/10.11594/ijmaber.06.02.21 Fajardo, R.A., Goce, E.C., Balbutin, R.R., Matondo, F.L., Lozano, J.A., Sabunod, G.M.M., Sarangani, A.F.., & Yamba, R.. (2025). The realities of inclusive teaching: Insights from seasoned teachers. British Journal of Special Education, 52(4), 646-658. https://doi.org/10.1111/1467-8578.70060 Gilmanov, S.A., Mironov, A.V., & Мищенко, В.А. (2024). Scientific-methodological knowledge and its development in the educational process. The Education and Science Journal, 26(1), 12-53. https://doi.org/10.17853/1994- 5639-2024-1-12-53 Gonzaga, N., Plan, L., & Aguipo, M. (2024). Readiness and challenges of general education teachers on the 8- education.

  generalstated in recommendationsevidence 5/5
  Keywords: education https inclusive journal development international instructional school practices teachers teacher support including educational philippines
• Quantitative analysis of isolation, communication, and mobility among learners with special educational needs (2026) · International Journal of Education Learning and Pedagogical Sciences (INJELPS) · doi

  Schools may strengthen inclusive education programs by implementing structured peer interaction, collaborative learning, and social participation activities that help reduce isolation among learners with special educational needs. Teachers may utilize learner-centered instructional strategies, peer-assisted activities, differentiated instruction, and inclusive classroom practices that encourage communication, participation, accessibility, and relationship-building among learners. School administrators may provide continuous professional development programs focusing on inclusive communication strategies, classroom accessibility, differentiated instruction, and learner support mechanisms to help teachers effectively address the diverse needs of learners with special educational needs. Parents, guardians, and other caregivers may actively participate in school-based inclusion programs and maintain regular communication with teachers to strengthen collaborative educational support for learners with special educational needs. Policymakers and educational leaders may utilize the findings in designing inclusive education policies, intervention programs, and accessibility initiatives that prioritize communication development, social participation, emotional inclusion, and learner belongingness within educational environments. Teacher education institutions may strengthen pre-service and in-service teacher preparation programs focusing on inclusive pedagogy, communication support strategies, accessibility accommodations, and learner-centered educational practices for diverse learners. Future researchers may conduct similar studies involving larger and more diverse populations and explore additional variables such as academic performance, emotional well-being, peer relationships, instructional strategies, and inclusive learning outcomes to further understand the factors influencing belongingness among learners with special educational needs. REFERENCES Al-Ahmed, T. H. (2025). Challenges facing special educational needs (SEN) teachers when communicating with the parents of children with disabilities (CWDS) from the perspective of teachers. SAGE Open, 15(3), 1–15. https://doi.org/10.1177/21582440251365760 Ampofo, J., Bentum-Micah, G., Qian, X., Sun, B., & Asumang, R. M. (2025). Exploring the role of teacher empathy in student mental health outcomes: A comparative SEM approach to understanding the complexities of emotional 557 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) support 15. https://doi.org/10.3389/fpsyg.2025.1503258 educational in settings. Frontiers in Psychology, 16(1), 1- Asakavičiūtė, V., Grincevičienė, V., Targamadzė, V., & Sederevičiūtė-Pačiauskienė, Ž. (2024).

  generalstated in recommendationsevidence 5/5
  Keywords: educational inclusive learners needs programs special teachers communication education learner strategies accessibility support strengthen peer
• A Study on Educational Planning for Inclusive Education and the Management of Learners with Special Needs in Ogun State (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings and conclusions, the study recommends the following: 1. Government and educational authorities should ensure adequate funding for inclusive education, focusing on assistive technologies, specialized learning materials, and accessible infrastructure. 2. Continuous capacity building should be prioritized to equip teachers with skills for managing diverse learners and implementing inclusive instructional strategies effectively. 3. Schools should adopt integrated planning approaches that align policy, human resources, infrastructure, and support services to ensure cohesive management of learners with special needs. 4. Reliable data on learners with special needs should be collected and utilized to guide planning, resource allocation, and policy implementation. 5. Educational authorities should monitor and support the execution of inclusive education policies to ensure that planning efforts translate into effective management practices.

  generalstated in recommendationsevidence 5/5
  Keywords: ensure inclusive learners planning educational authorities education infrastructure policy support management special needs based conclusions
• The Influence of School Disability Policies in the Implementation of Educational Interventions for Children with Disabilities in Inclusive Public Primary Schools of Greater Bushenyi (2026) · East African Journal of Education Studies · doi

  Conclusion policies disability influence This thematic literature review examined how school the implementation of educational interventions for children with disabilities in inclusive public primary schools of Greater Bushenyi, and the school-level, institutional, and socio-cultural factors that mediate this influence. The review demonstrates that school disability policies provide an essential legal and normative foundation for inclusive education. International, continental, and national frameworks clearly articulate commitments to equity, participation, and reasonable accommodation. However, the analysis reveals that the influence of such policies on educational interventions is largely conditional rather than automatic. Policy presence alone does not ensure meaningful inclusion or improved learning outcomes. factors. The study establishes that the translation of policy into effective classroom practice depends on multiple mediating School-level readiness, including leadership interpretation of policy mandates and teacher competence in inclusive shapes implementation outcomes. Where teachers lack specialised training or hold limited expectations of learners with disabilities, policy directives fail to instruction, into differentiated individualised support, or adaptive assessment practices. significantly pedagogies, translate factors structural effectiveness.

  generalstated in recommendationsevidence 5/5
  Keywords: school policy policies influence inclusive factors disability review implementation educational interventions disabilities level outcomes conclusion
• Inclusive Instructional Practices: System-Wide Support for Students with Disabilities in Technical, Vocational Education and Training in Vihiga County, Kenya (2026) · East African Journal of Education Studies · doi

  Based on findings in this study, the following recommendations are proposed future research: for • Exploration of emerging inclusive instructional trends in the 21st-century TVET. instructional analysis practices in different TVET institutions of • Comparative In conclusion, strategies proposed in this study are crucial in bridging the gap between inclusive instructional policy aspirations and practice, enhancing implementation practices that support SWDs in maximising their learning outcomes.

  generalstated in recommendationsevidence 5/5
  Keywords: instructional proposed inclusive tvet practices based following recommendations future exploration emerging trends century different institutions
• Faculty Experience and Professional Development as Determinants of Inclusive Teaching Practices: A Correlational Study of Elementary Teachers in Philippine Public Schools (2026) · British Journal of Teacher Education and Pedagogy · doi

  The study underscores that while elementary teachers in Philippine public schools demonstrate moderate experience and engagement in inclusive education, particularly in adapting instruction and participating in professional development activities such as school-based INSETs, these efforts alone are insufficient to produce consistently effective inclusive practices.

  generalstated in conclusionsevidence 5/5
  Keywords: inclusive underscores elementary teachers philippine public schools demonstrate moderate experience engagement education particularly adapting instruction

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