Effective Teaching Strategies for Students with Disabilities in Vocational Settings: A Narrative Review of Evidence Based and Inclusive Approaches

Abstract

This narrative review synthesizes current research on effective teaching strategies for students with disabilities in vocational education settings. The review aims to identify core instructional approaches, contextual challenges, and gaps in the literature to inform inclusive practice and guide future research. Students with disabilities in vocational pathways often face barriers related to communication, skill mastery, workplace readiness, and transition to employment. However, many also demonstrate strengths in practical learning, persistence, and task engagement when instruction is appropriately structured and individualized. These varying learner profiles highlight the need for teaching approaches that are both evidences based and responsive to the demands of vocational training environments. A structured search across Scopus, Web of Science, ERIC, PubMed, Semantic Scholar, and Google Scholar yielded 50 high quality studies meeting predefined criteria. The included literature spans experimental, qualitative, mixed method, and review designs focusing on learners with intellectual, developmental, physical, and sensory disabilities. Findings consistently support systematic instructional strategies such as task analysis, response prompting, and video modelling, particularly for skill acquisition in hands on vocational tasks. Inclusive frameworks including Universal Design for Learning, differentiated instruction, and co teaching further enhance accessibility and participation. Technology enhanced tools, such as mobile learning and augmented reality, show promising potential but remain underexplored in terms of scalability and long-term outcomes. The review also underscores the importance of teacher preparedness, professional learning, and institutional support as critical conditions for effective implementation. Persistent gaps include limited culturally responsive practices, minimal research on learners with physical and sensory disabilities, and challenges integrating individualized and whole class inclusive models. This review contributes by consolidating evidence-based strategies and outlining context sensitive recommendations to strengthen inclusive vocational education