Factors influencing the educational outcomes of children with disabilities in inclusive schools-a “best-fit” framework synthesis review

Abstract

Globally, the concept of inclusive education is gaining authority in many countries. The United Nations’ Convention on Quality and Equitable Education for All Children has encouraged many countries to promote inclusive education. Inclusive education is the education of both children with disabilities and those without disabilities in the same classroom. Comparing this concept to the previous system, in which few children with disabilities could be admitted to special schools, more children with disabilities may have access to education. Nonetheless, several factors influence the educational outcomes of children with disabilities in inclusive schools. This review presents literature on the facilitators and barriers to educational outcomes for children with disabilities in inclusive schools. Google Scholar, Scopus, and ScienceDirect were the databases searched using relevant keywords. The study retrieved 50 articles that met the inclusion and exclusion criteria. The review validated relevant enablers and obstacles to the inclusive education model. The study concludes that children with disabilities do worse academically compared to their peers without disabilities in reading, mathematics, and class attendance. Nevertheless, they could improve their academic performance with good parental support, supportive teachers, proper teaching and learning materials, adaptive handling of children with disabilities' unique pathological traits, and peer support. The review proposes a framework for improvement of the educational outcomes of children with disabilities.