Secondary schools included: a literature review

Abstract

For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in inclusion in secondary schools (2000–2012), current interests represent inclusive culture, policy and practices, although the balance between each of these dimensions is unequal. A large number of studies report on attitudes towards inclusion, followed by inclusive practice. A lower number of studies deal with policy issues. Staff attitudes towards inclusion, access to the general curriculum, peer support, self-determination strategies and collaborative practices in specific subject areas were identified as major topics of investigation. Considerable attention has also been paid to peer attitudes, self-advocacy and student grouping. While the adolescent perspective is emphasised, little room is left for parental involvement. Also, the central role of administrators and professional development of staff has been underexposed in current research on secondary inclusion.

Keywords:

• secondary education
• inclusive education
• inclusive school development
• literature review
• special educational needs

Notes on contributors

Annet De Vroey, Department of Teacher Education, University College Leuven-Limburg. Master in Educational Sciences and currently working on her PhD. Since 1999, lecturer in Teacher Education for Primary Education and Teacher Education for Special Educational Needs. Since 2011, Head of the Postgraduate programs of UC Leuven-Limburg on Teacher Education for SEN and Inclusive Education, and project coordinator at Ipass, Centre of Expertise for Research and Development on Inclusive Education, in collaboration with KU Leuven University. She was involved in several European and national research and development projects on inclusive education and teacher education for inclusion.

Elke Struyf, PhD, is professor in Education Sciences. Since October 2013 she is dean of the Department of Instructional and Educational Sciences, Faculty of Social Sciences, at the University of Antwerp. Her teaching assignment is mainly situated in the Teacher Education Program. Within the research group EduBROn she conducts research on teachers’ expertise development, its relation 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. In particular, she is involved in research with regard to school policy and classroom practices with regard to student guidance.

Katja Petry, PhD, is Associate professor affiliated to the Research Unit Parenting and Special Education of the KU Leuven, focusing on research on 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. Of particular interest is her expertise in the measurement of attitudes towards inclusive education and in social network analysis.