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ABSTRACT
The present paper reports on findings from a systematic journal review study exploring research strategies to investigate inclusive education for pupils with social, emotional, and behavioural difficulties. From a total of 384 articles, published in 19 volumes of the journal Emotional and Behavioural Difficulties between 1996 and 2014, 39 research reports matched inclusion criteria. The sample consists of 22 qualitative, 8 mixed-method, and 9 quantitative studies analysed in terms of research designs, methodological issues, and content-related themes. The findings are discussed with a focus on perspectives for future research strategies.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. See Appendix for an overview on the sample of research reports included in the review.
Additional information
Funding
Notes on contributors
Marc Willmann
Marc Willmann has been working as a research associate at Leibniz Universität Hannover and Humboldt-Universität zu Berlin for 15 years and now holds a professorship for inclusive SEBD education at the University of Education in Upper Austria. His current areas of research are special education consultation and collaboration, inclusive school development, pedagogical and therapeutical concepts of SEBD education, and education research methodologies/philosophy of science.
Georg M. Seeliger
Georg M. Seeliger received his bachelor degree in 2013 and a Master of Education in Special Education in 2015 from the Institute of Rehabilitation Sciences at Humboldt-Universität zu Berlin. He is currently working at a primary and a secondary school in Brück, Brandenburg as a teacher-in-training.