Omslagsbillede

A Systematic Review of Inclusive Education Strategies for Students of Determination in Higher Education Institutions: Current Challenges and Future Directions

Guardado en:
Udgivet i:Education Sciences vol. 15, no. 5 (2025), p. 518
Hovedforfatter: Oswal Nidhi
Andre forfattere: Al-Kilani, Mohammad Hani, Rouhi, Faisal, Fteiha Mohammad
Udgivet:
MDPI AG
Fag:
United Nations > UN
United Arab Emirates
Higher education
Students
Individualized education programs
Handicapped accessibility
People with disabilities
Instructional design
Secondary education
Inclusive education
Teachers
College campuses
Access to education
Education policy
Systematic review
Learning
Educational Quality
Sustainable Development
Students with Disabilities
Literature Reviews
Educational Development
Individualized Programs
Academic Accommodations (Disabilities)
Individualized Instruction
Institutional Administration
Limited English Speaking
Search Strategies
School Policy
Information Seeking
Evidence Based Practice
Educational Environment
Database Management Systems
Lifelong Learning
Learner Engagement
Individual Needs
Educational Needs
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Resumen:This systematic review critically examines the inclusive education practices for Students of Determination (SoDs) in Higher Education Institutions (HEIs), focusing on the specific case of the United Arab Emirates (UAE). The research will demonstrate best practices, key challenges, and most researched and less researched areas. In line with the PRISMA framework and using thematic analysis, this review synthesizes the findings of 41 peer-reviewed articles that focus on instructional practices, technological solutions, staff training, and institutional support. The results suggest that, globally, higher education institutions (HEIs) are increasingly adopting inclusive education policies, and that they are finding it challenging to implement these practices effectively, especially in the UAE. Important obstacles include restricted instructor education, variable institutional processes, and accessibility limitations. In addition, the use of assistive technologies has been shown to have positive outcomes, yet it remains underused because of the infrastructure and the training of faculty and students. This paper gives evidence-based suggestions to educational institutions like colleges or universities to make them more inclusive through better-trained faculty, better institutional policies, and the incorporation of assistive technologies. Also, the findings provide UAE-specific policy implications that underscore the importance of a well-defined national framework to support SoDs. Future studies must be longitudinal in nature, involving evaluations of the extent to which the strategies exert effects on SoDs’ academic performance and social inclusion.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15050518
Fuente:Education Database