FROM POLICY TO PRACTICE: A SYSTEMATIC REVIEW OF INCLUSIVE EDUCATION, ASSISTIVE TECHNOLOGIES, AND PERSISTENT BARRIERS
Keywords:
Inclusive Education, Assistive Technologies, Educational Policy, Structural Barriers, Systematic Literature ReviewAbstract
Inclusive education has emerged as a global priority in the pursuit of equitable and accessible educational systems. However, its implementation faces numerous challenges stemming from inconsistent policies, structural inequalities, and uneven adoption of assistive technologies. These factors interact in complex ways, creating gaps between inclusive rhetoric and actual practices in educational settings. This article critically examines the interplay between educational policies, assistive technologies, and structural barriers that influence the global implementation of inclusive education. The analysis focuses on recent advancements and persistent obstacles between 2019 and 2024.
A systematic literature review was conducted using the PRISMA approach, emphasizing empirical and theoretical studies indexed in Scopus. Studies published between 2019 and 2024 were selected based on rigorous inclusion criteria to ensure thematic and methodological quality.
The analyzed studies were grouped into three key categories: 1. Assistive technologies, such as artificial intelligence, educational robotics, and agile methodologies, demonstrate significant potential for personalized learning, but face ethical and technical barriers. 2. Inclusive policies, which have seen notable regulatory advancements, are often hampered by fragmentation and inconsistent application. 3. Structural barriers included inadequate teacher training, persistent segregation, and unequal access to technological resources.
This review provides a holistic perspective on the factors that facilitate or hinder inclusive education, offering updated evidence and concrete recommendations for designing more effective public policies and institutional strategies. It proposes strengthening regulatory frameworks, investing in teacher training in inclusive technologies, and fostering intersectoral cooperation to address structural barriers from a systemic perspective.
