Evaluating Policy Implementation and Practice of Inclusive Education in Public Schools: A Systematic Literature Review

Abstract

Purpose of the study: This study analyzes how policy and funding, teacher capacity, school leadership, accessibility, and technological innovation mutually shape the implementation of inclusive education in public schools. Methodology: The study employed a systematic literature review with thematic synthesis. A total of 76 Scopus-indexed publications from 2010 to 2026 were selected through title and abstract screening, eligibility checks, and methodological relevance assessments. Data on authors, year, context, methods, and key findings were extracted and compared across studies. Main Findings: Six interdependent themes were identified. Operational policies must be supported by needs-based funding, consistent leadership, ongoing professional development, partnerships with families, and accessible technology. Fifty-five of the 76 publications were published between 2023 and 2026; however, longitudinal evidence and studies from resource-limited regions remain scarce Novelty/Originality of this study: This review connects six themes that previous studies often addressed separately. The synthesis shows that school leadership serves as a bridge between policy and classroom practice, while funding and teacher capacity determine the sustainability of inclusive support.