Disability Inclusion in Technical and Vocational Education and Training: A Systematic Review of Practices, Barriers, and Opportunities

ABSTRACT Disability inclusion in Technical and Vocational Education and Training (TVET) is essential for promoting equitable access to skills development, employment, economic participation, and social inclusion. However, trainees with disabilities continue to encounter institutional, environmental, pedagogical, technological, and policy-related barriers that restrict meaningful participation and learning. This systematic literature review examined disability-inclusive practices, persistent barriers, and opportunities for strengthening inclusion in TVET. The review followed the general principles of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Relevant literature was identified through searches of major academic databases, including ERIC, Web of Science, Scopus, and Google Scholar, using combinations of terms related to disability, inclusion, TVET, vocational education, accessibility, inclusive teaching, assessment, institutional support, and transition to employment. Studies were screened using predefined inclusion and exclusion criteria, and eligible studies were synthesized thematically. The reviewed literature indicates that inclusive TVET requires more than access or enrollment and depends on accessible physical and learning environments, inclusive teaching and assessment, appropriate communication and assistive technologies, institutional leadership, trained personnel, and coordinated support systems. Persistent barriers include inaccessible workshops and equipment, inadequate institutional resources, limited staff preparation, weak policy implementation, insufficient assessment accommodations, financial constraints, and fragmented support mechanisms. The literature also identifies opportunities through accessible technologies, inclusive assessment, institutional partnerships, staff development, improved governance, and stronger transition pathways to employment. The review concludes that disability inclusion in TVET requires a coordinated systems approach that connects policy commitments with institutional implementation and meaningful learner participation.