Inclusive education practices and their legal frameworks for special needs students in Ethiopia

International organisations and other countries have attempted to deal with the needs of the most excluded group of society on the issue of inclusion. The rapid review method was employed by the researcher to evaluate inclusive education practices and accompanying legal structures. The purpose of this review was to critically explore the practice of inclusive education and enabling legal structures, integrate it, and outline areas of gaps for further research. Articles were drawn from PubMed, Scopus, Web of Science, including MEDLINE, Academic Search, Education Source, Health Source, Sage Publications, and unpublished sources, including dissertations, theses, and legal documents present in the library. Thus, more than 80 articles were analysed. Furthermore, studies that were conducted in any Ethiopian geographical location at any time, in any study design, and in all educational institutions were part of this study. The result showed that while inclusive education is promoted in Ethiopia through various policies and laws, it is not implemented because it is defined from pre-school to universities. However, more inclusive practices were seen in indigenous church schools, even if they require additional studies. Policymakers, professionals, and researchers should collaborate and cooperate in an effort to expand inclusive education practices to all levels of schools as per inclusive education legislative frameworks.