Advancing Equity in Education: A Review of Inclusion for Students with Disabilities in U.S. Schools
DOI:
https://doi.org/10.5281/zenodo.15643517Keywords:
Inclusive education, disabilities, stakeholder attitudes, IDEAAbstract
Inclusive education aims to ensure that all students, including those with disabilities, have equal access to quality education within mainstream settings. In the United States, this vision is supported by legislative mandates such as the Individuals with Disabilities Education Act (IDEA) and reinforced by global frameworks like the United Nations Convention on the Rights of Persons with Disabilities. This study presents a comprehensive analysis of the current state of inclusive education in the U.S. through a systematic review of 40 scholarly articles, policy documents, and institutional reports. It examines key factors such as stakeholder attitudes, systemic and structural barriers, academic and social outcomes for students with disabilities, and effective strategies for fostering inclusion. Findings reveal that while there have been notable advancements in inclusive practices, significant challenges remain—including attitudinal biases, resource limitations, and gaps in teacher training. The review also underscores the pivotal roles of parental involvement and educational leadership in shaping inclusive school environments. Effective collaboration between families, educators, and policymakers is identified as essential for meaningful implementation. Ultimately, the study emphasizes that inclusive education must be actively cultivated and sustained through culturally responsive practices, equitable resource allocation, and continuous professional development. It calls for a renewed commitment to inclusive values at all levels of the education system, ensuring that inclusion moves beyond policy rhetoric to become a lived reality for all learners.
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Copyright (c) 2025 Osias Kit T. Kilag, Stephany M. Llurag, Leda T. Baluyot, Hezel Mae D. Gomez (Author)
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