An analysis of research on inclusive education: a systematic search and meta review

Mieghem, Aster Van; Verschueren, Karine; Petry, Katja; Struyf, Elke

doi:10.1080/13603116.2018.1482012

Cited by 197 publications

(191 citation statements)

References 36 publications

(121 reference statements)

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“…The school where the intervention program was developed had the goal of developing the necessary processes to promote quality education so that the students' language and math skills improved; desired to be more and more effective in achieving this end, as indicated by different experts, this is a basic requirement in achieving success for everyone and, consequently, good levels of academic performance (Murillo, 2008;Arnaiz, 2012;Van Mieghem et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Traditionally, the improvement of student academic performance has been focused on three main components: personal characteristics or individual factors (such as intelligence), contextual factors or improvement of the educational environment (such as school improvement) and factors related to one's self-beliefs, understanding of self, and the environment (such as responsibilities, mentality, and personal experiences) (Van Mieghem et al, 2018). In other works, procedural factors such as school environment or leadership have been taken into account.…”

Section: Introductionmentioning

confidence: 99%

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Schools That Promote the Improvement of Academic Performance and the Success of All Students

et al. 2020

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The movement for effective schools and school improvement has enjoyed a long history, at both the theoretical and practical level. The contextual variables focused on the educational process of the classrooms have been identified in numerous investigations, concluding that the improvement of academic performance is a key element of the movement. The main objective of this research is focused on verifying the effectiveness of the treatment based on collaborative/cooperative learning methodologies and projects to improve the linguistic and mathematical competence as an enhancing element of academic performance. The sample consists of 228 students belonging to two public schools located in the city of Murcia (Spain), selected through judgmental or discretionary sampling. A quasi-experimental design with pretest and post-test and control group was employed, verifying the effectiveness of the treatment, and how it influences the improvement of the academic performance of the students in the experimental group. It concludes by pointing out the importance of learning strategies and applied teaching methodologies, understanding both within the conglomerate of process factors in the improvement of academic performance.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Schools That Promote the Improvement of Academic Performance and the Success of All Students

et al. 2020

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“…Goodall (2018), in a flexible qualitative participatory study, states that educational inclusion is rather a feeling and not a place. Therefore, it is important not only to change the structural aspects of the schools, but also to reflect on the values that are transmitted in them (Van Mieghem, Verschueren, Petry, & Struyf, 2019).…”

Section: Components To Improve Schools For People With Disabilitiesmentioning

confidence: 99%

The dream school: Mind‐changing perspectives of people with intellectual disabilities

Nieto

Moriña

2019

Research Intellect Disabil

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In this study, we analyse the characteristics that define an ideal school, from the perspective of people with intellectual disabilities. we carried out an inclusive research qualitative study with 36 Spanish adults with intellectual disabilities. Information from individual interviews about educational inclusion was summarized on to notecards, allowing participants to place messages into categories on a poster board. Identified themes included facilities and resources; values and rules; intimidation; what students learn; how students learn best; exams; teachers; and classmates. Results highlight the importance of inclusive values and the need for a curriculum that meets the needs of all students.

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“…For these children, segregated facilities are retained in order to ensure access to education. IE has widely emerged with the goal of enhancing education for children with SEN by adjusting classroom practices to individual needs [4]. Including children with SEN in mainstream classrooms is found to bene t their academic and social skills, and their well-being [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

“…IE has widely emerged with the goal of enhancing education for children with SEN by adjusting classroom practices to individual needs [4]. Including children with SEN in mainstream classrooms is found to bene t their academic and social skills, and their well-being [4][5][6]. That being said, implementing IE is considered di cult since education systems typically develop in very speci c contexts, both in policy and practice, thus making each unique in how it functions [7].…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education in the European Union: A Fuzzy-Set Qualitative Comparative Analysis of Education Policy for Autism

Kessel

Hrzic

Cassidy

et al. 2020

Preprint

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Background: Children with special education needs (SEN), such as autistic children, benefit from being included in education along with typical peers. However, development and implementation of inclusive education (IE) is considered difficult. This paper identifies conditions that facilitate IE development for autistic children in the European Union and benchmarks to track IE policy development. Methods: Education policy data from thirty legislative regions in the European Union were analyzed through a qualitative comparative analysis using eight conditions: a definition of SEN, the right to education for children with SEN, support for teaching staff, support services for children with SEN, individualized learning outcomes, parental involvement, and mixed mainstream classes.Results: The right to education for children with SEN is implemented in all regions under study. Seven of the examined conditions were associated with an environment of IE in the European Union from an autism perspective: an established definition of SEN, support for teaching staff, general availability of support services for children with SEN, individualized learning outcomes, parental involvement, IE policies, and mixed mainstream classrooms. Mixed classrooms and support services for children with SEN were identified as necessary for IE. IE policies and support for teaching staff were present in all scenarios that facilitated IE. Even though the analysis was initially focused on autism, the policies consisted predominantly of general SEN policies. As such, the results can be interpreted in a wider context, beyond autism.Conclusion: Mixed mainstream classrooms and support services for children with special needs were found essential for consistent IE development. Support for teaching staff and IE policies facilitate IE and should be further explored and implemented.

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An analysis of research on inclusive education: a systematic search and meta review

Cited by 197 publications

References 36 publications

Schools That Promote the Improvement of Academic Performance and the Success of All Students

Schools That Promote the Improvement of Academic Performance and the Success of All Students

The dream school: Mind‐changing perspectives of people with intellectual disabilities

Inclusive Education in the European Union: A Fuzzy-Set Qualitative Comparative Analysis of Education Policy for Autism

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