Inclusive education and English language teaching for students with special educational needs in the Kurdistan region of Iraq: A scoping review of barriers, enabling conditions, and implementation gaps

Abstract

This scoping review synthesises empirical research on inclusive education and English language teaching (ELT) for students with special educational needs (SEN) in the Kurdistan Region of Iraq (KRI). Given the limited and fragmented evidence in this under‐researched context, the review maps the available evidence base, identifies key barriers and enabling factors, and considers implications for policy and practice. Drawing on established scoping review methodology, thirteen peer‐reviewed empirical studies were included in the final synthesis. These studies addressed inclusive education and ELT for students with SEN in Iraq and the KRI, including both ELT‐specific studies and broader inclusion‐focused studies relevant to teacher preparation, curriculum adaptation, classroom inclusion, institutional support, and policy implementation. The analysis yielded four interconnected themes: structural and systemic barriers to inclusion, pedagogical challenges in ELT classrooms, limited teacher preparedness and professional development, and a persistent gap between support for inclusion and classroom implementation. Findings suggest that English language classrooms remain insufficiently adaptive, with limited use of differentiated instruction, accessible materials, and inclusive design principles. Teacher education and ongoing professional development emerged as major weaknesses, while structural constraints, including limited resources, weak institutional coordination, and inconsistent policy implementation, continue to hinder inclusive practice. Overall, the review indicates that inclusive education in the KRI remains more aspirational than operational, particularly in English language classrooms. By integrating empirical evidence from English‐, Kurdish‐, and Arabic‐language sources, the study contributes to international literature on inclusion in resource‐constrained educational settings and offers implications for teacher education reform, curriculum adaptation, and inclusive education policy development.