A scoping review of mixed methods rigour in inclusive education: application of the Rigorous Mixed Methods Framework

ABSTRACT

Mixed methods research plays an important role in understanding and supporting the implementation of inclusive education policies and practices around the world. The aim of this scoping review was to assess the rigour of 66 mixed methods research texts in inclusive education by applying Harrison, Reilly, and Creswell’s (2020) Rigorous Mixed Methods Framework and the PRISMA-ScR guidelines. Overall, studies showed medium levels of rigour, although there was significant variability, with theses and dissertations reflecting higher rigour than peer reviewed articles. Results suggest that scholars can deepen their application of mixed methods by thoughtfully integrating qualitative and quantitative approaches to gain insights into the complex and contextualized processes that characterize inclusive education.

KEYWORDS:

• Mixed methods
• inclusive education
• scoping review
• rigour

Notes on Conributors

Dr. Elisabeth Kutscher is a Visiting Assistant Professor in Special Education and Disability Studies at George Washington University. She is interested in the application of mixed methods approaches to understand and cultivate inclusive educational contexts that recognize disability as diversity and empower youth with disabilities to pursue their life goals.

Dr. Bephyer Parey is a Post-Doctoral Fellow at the Sir Arthur Lewis Institute of Social and Economic Studies (SALISES) at the St Augustine Campus of the University of the West Indies (UWI). Dr. Parey is versed in research methods resulting from her experience with primary data collection and her training in and use of various quantitative, qualitative, and mixed methods approaches. As a researcher, she is interested in topics including multidimensional poverty, social care, disability studies, and education.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 See for example, International Institute for Qualitative Methodology (2020) and Mixed Methods International Research Association (2021).