Advisory collaboration for inclusive education in Asia: a theoretical model grounded in the Maldivian policy and global practice

Abstract

Introduction: Inclusive education policies alone are insufficient without structured collaboration between classroom teachers and specialist support staff. In low-resource and small-island contexts, the absence of advisory systems often limits the sustained implementation of inclusive practices. Objective: This study examines advisory collaboration as a system-level support mechanism and develops a Six Pillar Model for the Maldives, drawing on global literature and national policy documents. Method: A conceptual model-building approach was adopted, guided by PRISMA procedures. A total of 47 international and national sources were identified, screened, and analysed using descriptive mapping and inductive thematic synthesis, following Jabareen’s framework. Results: Six key pillars were identified: policy alignment and coherence; clearly defined advisory roles and structures; professional development and capacity building; collaborative decision-making; equitable resource allocation; and monitoring, evaluation, and adaptive feedback. These were grouped into structural enablers and functional processes. Conclusions: The Six Pillar Model links inclusive education policy with classroom practice by positioning advisory collaboration as a structured system component. While developed for the Maldivian context, the model may also be applicable to other small-island and low-resource education systems.