Inclusive Education for Children with Intellectual Disability: A Narrative Review of Challenges, Practices, and Future Directions

Sneh Lata Singh; Anu Sharma; Pragati Tiwari

Inclusive Education for Children with Intellectual Disability: A Narrative Review of Challenges, Practices, and Future Directions

Author(s)	Ms. Sneh Lata Singh, Ms. Anu Sharma, Ms. Pragati Tiwari
Country	India
Abstract	Background Inclusive education has emerged as a fundamental principle within disability rights discourse and educational reforms globally. Children with intellectual disability frequently encounter substantial barriers in accessing equitable educational opportunities despite policy-level commitments toward inclusion. Objective This narrative review aims to synthesize existing evidence regarding inclusive education practices for children with intellectual disability, identify major barriers influencing implementation, examine facilitating factors, and discuss future directions for strengthening inclusive educational systems. Methods A narrative review methodology was employed to examine published literature related to inclusive education and intellectual disability. Literature from peer-reviewed journals, policy documents, educational reports, and disability studies publications was conceptually synthesized to identify major themes and recurring patterns. Results The review identified five dominant themes: policy and legislative frameworks, barriers to implementation, teacher preparedness and attitudes, family and community participation, and educational outcomes associated with inclusion. Although inclusive education demonstrates substantial benefits in social participation and educational engagement, significant implementation gaps persist due to inadequate infrastructure, insufficient teacher training, resource constraints, and attitudinal barriers. Conclusion Effective inclusion requires systemic reforms extending beyond school placement. Sustainable inclusive education for children with intellectual disability requires multidisciplinary collaboration, accessible learning environments, strengthened teacher preparation, and disability-responsive educational policies.
Keywords	Intellectual disability; inclusive education; disability studies; educational inclusion; special education; accessibility
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-03

View / Download PDF File

E-ISSN 2582-2160

doi

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 3 Cover Page Vol 8 Isu 2 Cover Page Vol 8 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Inclusive Education for Children with Intellectual Disability: A Narrative Review of Challenges, Practices, and Future Directions

Share this