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This paper presents a meta-analysis of successfully inclusive practices for elementary education that have been implemented within Western and non-Western countries. Through this paper, we critique the uncritical transfer models of inclusion into non-Western nations. Instead, this paper explores strategies that have been applied through decolonizing methodologies, community-based participatory research, and influenced by intersectional and interdisciplinary theoretical frameworks such as Critical Disability Studies and Disability Critical Race Theory in Education.