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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.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes on contributors
Aster Van Mieghem, MSc, is currently working on her PhD thesis on the perceptions of practitioners on the implementation of inclusive education in Flanders. She is affiliated to the Department of Training and Education Sciences of the Faculty of Social Sciences, University of Antwerp, and the Research Unit School of Psychology and Development in Context of the KU Leuven, Belgium.
Karine Verschueren, PhD, is a full professor in Psychology and coordinator of the Research Unit School of Psychology and Development in Context, Faculty of Psychology and Educational Sciences, at the KU Leuven, Leuven. She conducts research on the psychosocial and academic development of students and the role of teacher–student and peer relationships, both in the general student populations and in specific groups (e.g. socially disadvantaged students, high ability students).
Katja Petry, PhD, is associate professor affiliated to the Research Unit in Parenting and Special Education of the KU Leuven, focusing on research into the academic and the psychosocial functioning of children and adolescents with SEN. Next to disability-specific research within regular and special school settings, she was involved in several fundamental, practice-oriented as well as more policy-oriented research projects examining the special needs education system in Flanders and abroad.
Elke Struyf, PhD, is a professor in Education Sciences. Within the research group, EduBROn, Faculty of Social Sciences, at the University of Antwerp, she conducts research on teachers’ expertise development, its relationship with characteristics in the contextual (classroom or school) environment and students’ outcomes. Her research activities concern basic as well as applied research with a multidisciplinary approach.