A Systematic Review on Inclusive Education Research: Identifying Concerns over Children with Disabilities

Abstract

India is committed to the SDG 4 to ensure inclusive and equitable quality education for all. Equity and inclusion serve as the critical parameters to ensure education for all. This systematic study aims to understand challenges related to inclusive education considering educational provisions, accessibility, academic intervention and psycho-social behaviour in context of India. Studies published between 2011 and 2020 were searched through databases such as SAGE publications, Taylor and Francis, Scopus, J Store, Springer and Google Scholar. Systematic review of 29 relevant articles was done out of 103 articles. The included articles were all empirical studies conducted in India. The results of the study reveal that though India has taken an interest in the education of children with disabilities, numerous challenges ultimately affect their learning and development. Lack of infrastructural facilities, narrow curriculum and irrelevant pedagogy, dearth of specially-trained teachers, defective evaluation procedures, stereotype thoughts, and attitudinal differences of parents, teachers, and peers are the critical factors. This study recommends appointment of specially-trained and competent teachers, adoption of universal design for learning, implementation of effective instructional strategies, methods, and materials, introduction of constructivist evaluation procedures, parent counseling, awareness campaign, financial support for students and families, and encouragement of inclusion research in education as the applicable measures for the successful implementation of inclusive education in India.