A SYSTEMATIC REVIEW OF INCLUSIVE EDUCATIONAL PRACTICES IN SOUTH ASIAN TERTIARY EDUCATION INSTITUTIONS

Abstract

This paper is a systematic review which investigates inclusive practices in South Asian tertiary education systems and examines whether the practices are effective for promoting equitable participation and access and academic success of diverse learners. The study was motivated by increasing education inequality and unequal enacting of inclusion policies in higher education institutions. The research methodology employed was a secondary qualitative method, which involved qualitative analysis of academic journal articles, policy documents, government reports and institutional publications from South Asian countries on inclusive education. This research suggests that there has been tremendous advancement in the areas of affirmative policies, scholarship programs, assistive technology and more positive institutional attitudes towards diversity and accessibility. Nevertheless, many problems remain, such as infrastructure, faculty training, socioeconomic differences and policy production-implementation. There are both strengths and challenges to inclusive practices as they are and the review recommends sustained investments, institutional reform and better implementation strategies for a more inclusive higher education in the whole of South Asia.