Academic Self-concept among Students with Special Needs Education in Inclusive Education Settings: A Literature Review

Academic self-concept (ASC) gears quality learning in education. It is fundamental for acquiring skills, knowledge, experiences, and attitudes for future adulthood socioeconomic responsibilities. This literature review highlights the status of ASC among students in inclusive educational settings. Three sub-areas of academic selfconcept among special educational needs (SEN) students, challenges facing ASC in inclusive education and strategies for enhancing the students' ASC guided the study. The study used Google Scholar, ScienceDirect, Education Resources Information Centre (ERIC), Journal Storage (JSTOR) and Semantic Scholar to search reports and recent articles published in peer-reviewed journals. The surveyed studies indicated low ASC among SEN students. The collaborative effort is essential for promoting an inclusive learning environment and developing a positive academic self-concept among students. Enhancing ASC among students with SEN promotes academic responsibility and belongingness. The mechanisms for enhancing academic self-concept among students in inclusive settings and areas for further research have been suggested.