Outcomes in Inclusive Education: Collaborative Strategies for a Sustainable Future Review
DOI:
https://doi.org/10.37134/jrpptte.vol15.2.2.2025Keywords:
Inclusive education, stakeholder collaboration, special needs, sociology of education, SDGAbstract
This study explores the role of collaboration in fostering inclusive education, highlighting the engagement of teachers, parents, policymakers, and communities. Using a systematic literature review of research articles from 2021 to 2025, data were analyzed through thematic analysis to identify key collaboration outcomes. Findings reveal that co-teaching, inclusive communication, teacher training, and stakeholder partnerships significantly enhance academic and social outcomes for students with special needs. The study aims to examine the sociological implications of inclusive education through Symbolic Interactionism, Functionalist Theory, and Conflict Theory, explaining the impact of social structures on educational equity. Despite progress, challenges such as limited awareness, policy gaps, and resource constraints persist. This research contributes to Sustainable Development Goals (SDG 4 & SDG 10) by promoting inclusive, quality education. Future studies should explore policy interventions and technology integration to strengthen inclusive practices.
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Copyright (c) 2025 Nazmin binti Abdullah, Prof. Mohd Hanafi bin Mohd Yasin, Dr. Joko Yuwono, Siti Suriati Khairon
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