Inclusive Practices in Mathematics and English Language and their Effects on the Academic Achievement of Students with Disabilities: A Systematic Literature Review

Abstract

This systematic literature review investigates the impact of inclusive educational practices in mathematics and English Language on the aademic achievement of seconday school students with disabilities. The objectives of this study are to identify practices that promote academic achievement in the specified subjects, as well as their effects on academic success in those subjects for individuals with disabilities. Utilizing PRISMA standards, the study analyzed 23 peer-reviewed articles selected from an initial pool of 110, sourced from databases including Google Scholar, ERIC, and Dimensions. The findings revealed that inclusive practices in mathematics encompass differentiated instruction, technology integration (like GeoGebra), flexible assessments, collaborative learning, and manipulative use. In the English Language, they include co-teaching, assistive technologies, and individualized education plans. These practices also scaffold mathematics learning by enhancing understanding of vocabulary and communication skills for solving problems. Successful implementation relies on professional development, community involvement, and ongoing assessment. The study concludes that such inclusive methods improve problem-solving in mathematics and boost engagement, self-esteem, advocacy skills, and peer interaction, all of which promote collaborative learning. Ultimately, the study advocates for equitable learning environments in both mathematics and English Language to improve achievements for students with disabilities.