The landscape of disability-inclusive education in Nepal: a scoping review

Abstract Inclusive education (IE) has gained momentum as a global educational agenda; however, its practical realities remain contested across different country contexts. Countries such as Nepal continue to face conceptual and implementation challenges in translating IE into everyday classroom practices. This review aims to examine the landscape of disability-inclusive education research in Nepal. A scoping review approach was employed. Four databases were systematically searched, and a citation chaining strategy was used to identify additional relevant studies. After screening based on predefined inclusion and exclusion criteria, 42 studies were included for analysis. Data were extracted and synthesized using the coding scheme aligned with five research questions. The review findings indicate that IE in Nepal is predominantly framed through policy discourse, mainly informed by rights-based approaches and the placement of students with disabilities into general classrooms. However, limited attention has been given to meaningful participation in learning activities. Policy and legislative support, along with peer support, appeared as important enablers of IE. In contrast, several structural barriers were identified, including inaccessible infrastructure, lack of adaptations and accommodations, insufficient teacher preparation, and inadequate support services, all of which intersect in multiple ways, thereby hindering the development of inclusive learning environments in schools. The review underscores the need to strengthen teacher preparation, pedagogical support, and curricular or activity adaptations to promote meaningful inclusion in practice.