The evaluation of inclusive school environments: a scoping review of the literature

Abstract

This article reviews the literature on the evaluation of inclusive school environments. It adopts a socio-spatial perspective to explore what the literature says about the spatial/environmental factors that may influence the participation of learners with disabilities in learning and in the life of their school. Despite increased international attention towards inclusivity in schools over recent decades, research into how the physical environment can contribute to meeting the needs of all learners remains limited. Nevertheless, the review revealed four thematic clusters relating to the impact of the physical environment on the inclusion of learners with disabilities in schools. These included environmental performance, sensory factors/qualities, participation, and design process.