The period cemented a paradigm of inclusive curriculum design aimed at universal access, leveraging universal design principles, assistive technologies, and culturally responsive practices to enable active participation for students with diverse abilities and backgrounds. Researchers increasingly prioritized restructuring the general curriculum and pedagogy to reduce barriers and support equity, with growing attention to teacher readiness, scalable digital tools, and policy-informed reform. Methodologically, the field favored design-based, cross-disciplinary studies and evaluative research that linked classroom adaptation to broader educational reforms, creating a cohesive framework for systematic inclusion.