Implementation Gap: A Review of Inclusive Principles and Classroom Practices
Keywords:
Inclusive education, implementation gap, inclusive pedagogy, differentiated instruction, teacher education, whole-school approachAbstract
Inclusive education has been widely promoted through international frameworks such as the Salamanca Statement (1994) and the UN Convention on the Rights of Persons with Disabilities (2006), establishing a global agenda that emphasizes the right of all children to access quality education. Despite these mandates, a persistent “implementation gap” exists between policy intentions and classroom realities. This systematic review synthesizes national and international literature to examine both the core principles of inclusive education and the practical strategies necessary for translating these principles into effective classroom practice. The review identifies key principles, including ongoing responsiveness to diversity, barrier removal, meaningful participation, and a focus on at-risk learners. At the practical level, implementation requires inclusive school policies, individualized education plans, collaborative staffing, differentiated curricula, and engagement with external support services. Findings indicate that while the conceptual foundations of inclusion are well-established, practical application is frequently constrained by rigid curricula, limited teacher preparedness, negative attitudes, and inadequate systemic support. The study underscores the need for a holistic, whole-school approach in which policy, pedagogy, leadership, and resources converge to ensure equitable and meaningful learning outcomes for all students.
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Copyright (c) 2026 FLOR JUNEMA C. MABUTIN, PhD, RABIA ABDULRAHIM EdD (Cand), KIM DERRYN S. MAQUILING, EdD (Cand), LARA MAY D. APOHEN, EdD (Cand), MONINA T. TENEBROSO, MAEd (Cand) (Author)
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