• Inclusion and mainstreaming are contested educational strategies; evidence shows that simply placing students with disabilities in general education settings does not guarantee improved achievement unless accompanied by coherent supports, curriculum adaptation, and alignment across settings [4] [8] [13] [1] [18].

• Teacher planning, beliefs, and collaborative practices shape inclusive instruction for students with LD; systematic preplanning, interactive planning, and collaborative models influence how effectively mainstreamed students access coursework [3] [5] [11] [12] [6].

• Differentiated instruction and responsive pedagogy emerge as essential for diverse learners in inclusion contexts; studies detail differentiation journeys, curriculum alignment, and classroom practices that support access to standards [7] [9] [15] [12] [6].

• Professional development and teacher preparation reforms are repeatedly linked to successful inclusive practices, showcasing successful PD programs, preservice collaboration, and sustained teacher development in mainstreaming efforts [17] [16] [11] [6].