Inclusive Early Childhood Education: A Systematic Review of Intervention Models for Children with Special Needs

Abstract

Inclusive Early Childhood Education (ECE) plays a critical role in ensuring equal learning opportunities for all children, including those with special needs, by promoting their academic, social, and emotional development within supportive learning environments. This study aims to conduct a systematic review of intervention models implemented in inclusive ECE settings for children with special needs. The review analyzes qualitative and quantitative studies published over the last decade to evaluate the effectiveness of various intervention approaches in improving academic achievement, social integration, and emotional well-being. The findings indicate that curriculum modifications, technology-based instruction, and additional therapeutic supports, such as speech and occupational therapy, demonstrate positive impacts on children’s learning outcomes and participation. Individualized curriculum adjustments and the integration of assistive technology were particularly effective in enhancing engagement and accessibility. However, significant challenges persist, including limited teacher training, insufficient educational resources, and societal attitudes that hinder inclusive practices. The study highlights the importance of continuous professional development, increased investment in inclusive learning resources, and stronger policy support to ensure sustainable implementation. Furthermore, it emphasizes the need for future research exploring the long-term effects of inclusive ECE on academic performance, social relationships, and mental health outcomes. The study concludes by advocating for the development of adaptable and sustainable intervention models applicable across diverse educational contexts.