This thematic review examines climate change impacts on special needs education, highlighting adaptive strategies and critical barriers faced by students with disabilities.
The intersection of special needs education and climate change posed (poses) significant challenges, particularly in regions highly vulnerable to environmental disruptions. This thematic review employed (employs) the PRISMA method to conduct a systematic literature review of 71 peer-reviewed articles, examining the multifaceted impacts of climate change on educational systems for students with disabilities. The study focused (focuses) on key areas, including infrastructure resilience, student support mechanisms, and policy adaptation. Findings revealed (reveal) critical barriers faced by special needs students, such as disruptions to routines, accessibility challenges, and reduced access to essential therapeutic services during climate-related disasters. The review also highlighted (highlights) adaptive strategies, including the integration of disaster-resilient educational frameworks and leveraging technology for inclusive learning environments. These findings underscored (underscore) the urgency of innovative policies and global collaboration to enhance the resilience and inclusivity of special needs education systems. This study aimed (aims) to provide educators, policymakers, and stakeholders with insights to develop equitable solutions for supporting vulnerable populations amid escalating environmental uncertainties.
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Ghani et al. (2025) studied this question.
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