An analysis of research on inclusive education: a systematic search and meta review
By Aster Van Mieghem, K. Verschueren, K. Petry, E. Struyf. International Journal of Inclusive Education, 2018
299 citations recorded by the source corpus.
ABSTRACT Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is required is a synopsis of previous reviews to help guide future practice and research. The aim of this paper is to analyse existing reviews of IE regarding (1) which themes have been studied, (2) what can be learned from these reviews and (3) what gaps there are in the research that can be addressed. Published reviews were identified through a systematic search using the Education Resource Information Center (ERIC) and Web of Science (WoS) databases. A thematic analysis of 26 reviews revealed five main themes: attitudes towards IE, teachers’ professional development in IE, IE practices, student participation and critical reflections on IE research. The conclusion is that for the implementation of IE, it is vital that there is professional development for teachers regarding evidence-informed IE practices which would lead to successful teacher experiences. In addition, suggestions for research into the attitudes of all students, with and without special educational needs, and school leaders are made, as well as some suggestions regarding students’ academic participation in IE.
Subfields: Education, Safety Research, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/8bf09649464468cde4bd477e066b0f71c6cfcad6
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Citations in the corpus
- Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis (2020, background): “Mieghem et al. (2018) conducted a systematic review of the existing studies on inclusive education.”