Targeting the school environment to enable participation: A scoping review

Figures & data

Table 1. Descriptive summary of the relevant studies.

	First author, year, country	Aim	Target group	Methodology	Social Environment	Physical Environment	Individual child	Group of children	Whole class
[47]	Abawi (2013) Australia	Enabling factors and practices how the Forrester Hill State School and Special Education Program (SEP) can support all students, including those with special needs.	key staff members (n = 8); SEP teachers (n = 3); classroom teachers (n = 3)	Case study design (qualitative); semi-structured interviews	X	X	X
[48]	Locke (2018) US	Evaluating the feasibility of implementing and sustaining Remaking Recess in two public schools.	Four children with ASD from grades 1–5 and four school personnel	Multiple baseline across participants design (mixed methods); pre-post-measurements; observation	X		X
[49]	Cassiere (2017) US	Description of an intervention that aims to improve typically developing children’s knowledge, understanding, and sensitivity of differences of their peers with disabilities within the inclusive classroom.	General education teacher	Intervention description	X				X
[50]	Selanikyo (2017) Israel	Investigation of the effectiveness of the Co-PID intervention program for enhancing participation among students with moderate IDD	37 teachers, 69 students between 8 and 20 yrs), 1 occupational therapist	Pre-post-intervention-case-control design (quantitative); observations	X			X
[51]	Crosskey (2011) UK	Evaluation of changes in teachers’ practice after following training	school staff (11); children (27) (aged between 7 and 10 yrs)	Pre-post measurements (quantitative)	X	X			X
[52]	Filippatou (2010) Greece	Investigation of the effectiveness of project-based learning on primary school pupils with learning difficulties.	24 pupils with learning difficulties	One-group-pre-post-test-design (mixed method); semi-structured interviews	X				X
[53]	Firth (2013) Australia	Evaluation of increased well-being, perceived control and adaptive coping gains of students (with and without dyslexia) due to the ‘Inclusive School‐Based Resilience Program’	102 students yr 6th (23 students with dyslexia)	Cohort-design (quantitative); pre-posttest and follow-up measurements	x		X	X	X
[54]	Foster-Cohen (2017) New Zealand	Design, deliver and evaluate a visual supports program for children with mild to moderate disabilities in mainstream primary classrooms	23 children with mild to moderate disabilities (4 girls; 19 boys; 5.7 t/m 10 yrs)	Mixed-method; measurements, interviews, observations	X	X	X		X
[55]	Mahdavi (2009) US	Creation of social validity for the RTI proces at elementary schools in Montana	4 elementary schools across the state	Multiple- baseline-across-participants-and-settings-design (quantitative); Pre-posttest-measurements	X		X	X	X
[56]	Mautone (2012) US	Development and evaluation of the Family-School Success —Early Elementary [FSSEE] intervention for young children with ADHD	53 families with children with ADHD (24 in FSS-EE; 29 in control)	RCT (quantitative); pre-posttest-measurements	X		X
[57]	Missiuna (2012) Canada	Process evaluation of the intervention Partnering for Change (P4C)	Eleven schools; 8 Occupational therapists (OT)	Pre-posttest-measurements (mixed-methods); logs, semi-structured interviews	X	X	X	X	X
[58]	Narozanick (2019) US	Evaluation of the impact of the CPI on disruptive behaviour and academic engagement of students with disabilities not responding to universal class-wide interventions.	Three students with disruptive behaviour and their corresponding three teachers	Multiple-baseline-across- participants-design (quantitative); pre-posttest-measurements, observations	X	X		X
[59]	Panerai (2009) Italy	Comparison of the effectiveness of three different educational approaches addressed to children with AD and severe mental retardation (sMR).	34 male children with autism and severe mental retardation	Experimental Design (quantitative); Pre-posttest-measurement	X	X	X
[60]	Radley (2017) US	Evaluation of the efficacy of the Superheroes Social Skills program when implemented within a school setting	5 children with ASD	Multiple baseline across participants	X	X	X
[61]	Strain (2011) US	Examination of the influence and feasibility of the PTR model on academic engagement and problem behaviours of students with autism.	3 children with autism	Multiple-baseline-across-participants-design (quantitative); logs, video recordings	X	X	X
[62]	Trussell (2016) US	Examination of the impact of Universal Teacher Practices on general education students exhibiting problem behaviour	3 children with problem behaviour, 3 classroom teacher	Multiple-baseline-design-across-settings (quantitative); pre-posttest-measurement	X				X
[63]	Nota (2019) Italy	Evaluation of the impact of the training ‘Collaboration, help, and solidarity: Three ways to have a better time together’on promoting the school inclusion of elemetary school students with ID.	152 typically developed elementary children	Experimental Design (quantitative); Pre-posttest-measurement using direct observation	X			X
[64]	Zimmerman (2020) US	Evaluation of two commonly used interventions designed to improve engagemnet: Social stories and Visual support	5 students (5–7 yrs) at risk for emotional and behavioural disabilities	Two sequential alternating tratments single-case research design (mixed-methods), pre-posttest-measurement, interviews		X	X
[65]	Wagner (2020) Australia	Assessment of the efficacy of an 8-week Altert Program intervention	263 students (5.5–12.5 yrs), teaching staff from eight schools with the responsibility for delivering the Alert Program	Self-controlled cluster randomised trial (quantitative); pre-posttest-measurement	X				X
[66]	Vazou (2021) US	Examine the feasibility and effectiveness of the ‘Walkabouts’, a web-based physically active learning program	245 students (average age 6 yrs) and 7 teachers	Two-group quasi experimental design (quantitative); pre-posttest-measurement, logs	X				X

Figure 1. Flowchart of the study selection.

Table 2. Overview of themes.

Intervention features	Strategies	Applied for	Studies
1. Changing the social school environment (school team/individual personnel)	1.1. Applying supportive teaching approaches	Individual child	49;50;55;56;57;59;61;62;63;64
		Group of children	52;55;57;59;60
		Whole class	53;55;57;59;67;68
	1.2. Promoting home to school collaboration	Individual child	56;57;58;59;61
	1.3. Adding curriculum activities	Individual child	55
		Group of children	55;62
		Whole class	51;54;55;65,67
	1.4. Educating about special needs topics	Group of children	50;51;55
	1.5. Creating a shared vision	Whole class	49;53;57
2. Changing the physical school environment (classroom and tools)	2.1. Using supportive tools	Individual child	56;58;61;62,66
		Group of children	60;66
		Whole class	53;68
	2.2. Adapting classroom arrangements	Whole class	59;61

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