PRACTICES AND CHALLENGES IN DEVELOPING INDIVIDUALIZED EDUCATION PROGRAMS ACROSS CULTURES: A SYSTEMATIC LITERATURE REVIEW

Abstract

Individualized Education Programs (IEPs) are critical for ensuring equitable education for learners with disabilities, yet teacher practices vary significantly across global contexts. This systematic review synthesizes empirical research to identify teacher practices and challenges in IEP development. Adhering to PRISMA 2020 guidelines, a search was conducted across Scopus, ERIC, Google Scholar, and SpringerLink for studies published between 2015 and 2025. The search utilized a specific Boolean strategy targeting IEP development and teacher challenges. After screening 412 records, 15 studies met the inclusion criteria. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT). Findings reveal that while collaborative planning and data-driven goal setting are common practices, teachers face universal barriers, including insufficient training, resource scarcity, and excessive administrative workloads. These challenges are more acute in developing regions like the Philippines, where institutional support is often lacking. The study highlights a critical need for standardized professional development and policy reforms to bridge the gap between inclusive legislation and classroom implementation.