Examining community perceptions on inclusive education and its influence on students with disabilities: a systematic review

Abstract

Inclusive education (IE) aims to ensure that learners with disabilities participate meaningfully in mainstream schools; however, community perceptions often determine whether inclusion is accepted or resisted. Despite global commitments to IE, community perceptions among teachers, parents, students, and neighbors remain varied, which shapes the feasibility and participation of students with disabilities in mainstream schools. This review presents the first PRISMA-compliant synthesis, focusing specifically on community perceptions of IE and distinguishing them from implementation studies and teacher-only perspectives. We examined: (1) how communities perceive IE; (2) which factors influence these perceptions; and (3) how perceptions affect participation and social interaction. A systematic search of ERIC and Web of Science identified 43 studies (31 quantitative, 7 qualitative, 5 mixed-methods). Qualitative studies were thematically analyzed, while quantitative findings were narratively synthesized and presented. Findings indicated that communities generally support IE in principle, but concerns persist regarding its implementation. Factors influencing perceptions include disability awareness, beliefs about inclusion, class size, resource availability, and socio-cultural stigma. These findings suggest a gap between positive perceptions and practical implementation, where support alone does not guarantee meaningful inclusion. Therefore, strategies that engage communities, strengthen school capacity, and address structural barriers are needed to transform acceptance into practice.