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Disability has three major perspectives; the bio-medical; functional and right-outcome [1]. From this angle, the concern of the study in the form of any perspectives and its results are always the curious part for the people and scholars who are investing their time to contribute to the field of inclusive education and disability in Nepal. Under this context, this study is the review of the available studies on disability perspectives inclusive education happened in Nepal from the period of 2010 to 2020. It is basically the methodological description/ review with major findings on the compiled studies. For the study, the researchers, studies, books, reports and journal articles published and issued in Nepal and carried out in the context of Nepal particularly on disability perspectives inclusive education were compiled and reviewed. The descriptive analysis showed that majority of studies were carried out from subjective analysis domination (qualitative) rather than objective (quantitative) ones by excluding the analysis to know on what extends the atmosphere of schools will hamper the education of disabled children in schools. The problems and challenges to implement inclusive education were not minutely revealed out by the studies through the set quality indicators of inclusive education in Nepal. The study has suggested initiating the researches on mentioned angles in research gaps.

Studies on Disability Perspectives Inclusive Education in Nepal - Focus on Methodological Review