The aim of this study was to bring together the most current research available on strategies for educational effectiveness for children with disabilities to produce a synthesis of the most effective approaches for quality outcomes. This multifaceted area of investigation involved drawing on elements from policy analysis (including the influence of the international development sector), teacher education, classroom practices and pedagogy, attitudes and cultural expectations, impairment identification and assessment and infrastructure.
In total, 131 articles were analysed but surprisingly only one presented evidence in terms of academic performance. That created a significant limitation in terms of putting forward learning and recommendations in regard to effective approaches. There were also very few articles that covered the important issues of early childhood education for children with disabilities and the impact of community based rehabilitation programmes on school inclusion. Of particular concern was the fact that gender was not analysed as a factor in education for children with disabilities to any great extent.