Humanistic theory remains influential in educational thought, yet its application in special and inclusive education is often implied rather than clearly articulated. Grounded in human dignity, emotional safety, autonomy, belonging, self-awareness and self-actualisation, the theory offers a useful lens for examining inclusive pedagogy beyond access and accommodation. This focused review synthesised Scopus-indexed literature published between 2020 and 2026 to examine how recent educational studies reflect humanistic principles in special and inclusive education. A Scopus search conducted on 26 May 2026 identified 32 documents after filtering. Title and abstract screening retained 14 core articles, while 11 articles were used as contextual support and seven were excluded. Thematic synthesis generated five interrelated themes: learner dignity and belonging; emotional safety and well-being; self-awareness, autonomy and student voice; inclusive pedagogy and teacher relational competence; and accessible, participatory and technology-supported learning. The review shows that recent literature supports humanistic commitments through universal design for learning, inclusive classroom relationships, disability-affirming perspectives and active learning for learners with disabilities. However, explicit engagement with Maslowian and Rogerian humanistic theory remains limited. The article argues for a more coherent humanistic framework in special education research, teacher preparation and classroom practice.
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