Academician's Teaching Experiences In Inclusive Higher Education Classrooms: A Systematic Review On Students With Learning Disabilities

Abstract

In Malaysia, tertiary education institutions are dedicated to offering inclusive education for all students with special needs, particularly those with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). Inclusive education became an important and most in-trend approach. However, academicians working in inclusive classrooms face difficulties. The concept of inclusive education for all students makes it important for academicians to design a learning environment that supports engaging teaching and learning processes. This paper seeks to provide an overview of the teaching experiences of academicians in an inclusive classroom considering instructional practices and academician challenges. It is necessary to analyse previous findings systematically because of the variety of the prior data and the disparities that may be present. Therefore, in order to define, filter, and synthesise studies that meet the study topic, established systematic literature is necessary since it offers benefits linked to quality controls and limits systematic bias.