Abstract
Inclusive education is widely recognized in contemporary educational systems as a mechanism to provide equal learning opportunities for all students, including those with social communication needs. However, despite the advancement of inclusive educational policies, implementation remains imperfect, with many students experiencing learning barriers due to social communication difficulties. This narrative literature review examines challenges in supporting children with social communication disorders, focusing on teacher preparedness and interprofessional collaboration. The review reveals that while teachers generally endorse inclusion principles, they perceive insufficient readiness to support autistic students' social and communicational difficulties. Additionally, professional collaboration is essential yet constrained by multiple barriers. Key findings indicate that teacher training lacks practical application, structural factors hinder inclusion, and gaps exist between policy intentions and classroom practice. The review concludes that developing teacher readiness and strengthening interprofessional collaboration require systemic organizational changes.