A Systematic Review of Elementary Teachers' Perceived Barriers and Facilitators to Implementing Inclusive Education

• In Event: Truths, Silences, and Barriers in Inclusive Education

Abstract

Despite historical efforts to advance educational access to general education classrooms for
students with disabilities, marginalized learning experiences have substantiated languishing
inclusive education (IE) implementation in schools. This systematic literature review was
designed to investigate barriers and facilitators in IE implementation. Twenty studies with
eligibility for this review were identified and synthesized. Four themes emerged as barriers: (1)
fragmented collaboration, (2) negative perceptions, (3) inadequate teacher education, and (4)
lack of administrative support. Three themes appeared as facilitators: (1) quality teacher
education, (2) cultivating transformative culture and system, and (3) miscellaneous facilitators.
Implications for future research and inclusive education practices were discussed.

Author

• Jahyun Yoo, University of Wisconsin - Madison
  Presenting Author