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The objective to provide education for all by the year 2015 includes students with disabilities. In the context of developing countries, this group of students is more excluded than included from educational services. This study presents an overview of literature in order to establish which projects have been undertaken and supported the inclusion of students with disabilities. The first aim is to examine the projects undertaken by governments and international organisations to include this group in regular education, the second aim is to examine the effects of these projects in terms of an increase in the number of students with disabilities in regular schools. An analysis of the literature was carried out by focusing on projects including the following four factors: external, school, teachers and parents. Fifteen empirical studies/reports were selected in which several undertaken projects were reported. The implemented projects focused mainly on school and teacher factors. Only two studies reported their effects. The findings are discussed by addressing the approaches of the projects undertaken and the serious gaps in implementing inclusive education in developing countries.
Srivastava et al. (Fri,) studied this question.