A Thematic Review of Current Literature Examining Evidence-Based Practices and Inclusion

The purpose of this article was to provide a thematic summary current literature combining the topics evidence-based practices (EBPs) and inclusive settings. We summarized findings from 27 peer-reviewed articles written in English published between 2012–2022. A systematic, review yielded four broad categories addressed recent publications: using specific with PK-12 students, teacher education, teachers’ perceptions attitudes toward including students disabilities, collaboration. Within two those categories, sub-categories also emerged. discuss importance our results implications for researchers practitioners.