Abstract

This systematic review explores the integration of accessibility standards in digital educational resources for special needs education within developing countries. Despite the global push for inclusive education, significant barriers persist in implementing accessibility standards, such as those outlined in the Web Content Accessibility Guidelines (WCAG) and Section 508. Technological and infrastructural limitations, policy gaps, and insufficient educator training exacerbate these challenges. The review synthesizes findings from multiple studies, revealing that while some developing countries have made strides in promoting accessible digital education, widespread implementation remains inconsistent. Key obstacles include limited internet access, inadequate hardware, and a lack of tailored, localized policies. The review also identifies successful case studies, such as initiatives in India and Kenya, which demonstrate that, with targeted efforts, digital resources can be made accessible to special needs learners. The paper concludes with actionable recommendations for policymakers, developers, and educators to foster greater inclusion and suggestions for future research focused on field studies, policy assessments, and local language adaptations to improve digital educational accessibility in these regions.