This systematic review examines the systemic contradictions hindering the implementation of inclusive education for students with disabilities in U.S. elementary schools through the lens of Cultural-Historical Activity Theory. The present synthesis of 16 empirical studies identified systemic contradictions within and across the general and special education systems, including tensions in tools, rules, and roles perpetuating exclusionary practices. Findings show that entrenched individualistic and deterministic ideologies, fragmented collaboration, and inadequate resources exacerbate and perpetuate exclusionary practices, therefore marginalizing students with disabilities. This review underscores the critical need for systemic, equity-driven solutions, including reimagining accountability systems, fostering collaborative cultures and infrastructures, and addressing the intersectional needs of students with disabilities by amplifying the experiences, interests, goals, and dreams of students with disabilities and their families.
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