Are We Truly Inclusive? A Literature Review on Accessibility and Teacher Preparedness of Government Schools

Abstract

Inclusion in education is a core principle that provides equal access to learning opportunities for all students, regardless of their abilities or disabilities. This thematic review examines the accessibility of government schools and teacher preparedness in creating an inclusive learning environment. By assessing current studies, policies, and frameworks, this research identifies the most profound challenges encountered by students with disabilities, including infrastructural barriers and teachers' lack of preparation. The study employed a literature review method to evaluate accessibility and teacher preparedness for inclusive education in government schools. The research encompassed studies published between 1994 to 2024, sourced from various academic databases. Findings reveal significant improvements in enrollment and retention; however, despite advocating for inclusive education, implementation gaps persist at the training and resource distribution levels. Research emphasizes the necessity of holistic policy changes, better teacher development programs, and greater investment in accessibility features to make government schools inclusive in reality.