Tisja Korthals Altes , Martijn Willemse , Sui Lin Goei , Melanie Ehren
{"title":"高等教育教师对全纳和全纳学习环境的理解与挑战:系统文献综述","authors":"Tisja Korthals Altes , Martijn Willemse , Sui Lin Goei , Melanie Ehren","doi":"10.1016/j.edurev.2024.100605","DOIUrl":null,"url":null,"abstract":"<div><p>Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they characterize inclusive learning environments. In this study, these three aspects were explored using a systematic literature review. From the selected 36 peer-reviewed articles was concluded that even though there is a rise in attention to inclusion in HE in recent years, most attention is still on integrating students with disabilities in regular education instead of the newer broader definition of inclusion ‘for every student’. When HE-teachers’ understanding of inclusion was discussed, they more often had a positive attitude toward inclusion, but it is unclear what this attitude was against (and what is meant by positive/negative) due to the neglect of mentioned definitions of characteristics. HE-teachers’ challenges for inclusion in higher education are internal (lack of knowledge, skills, experience, and confidence) and institutional (lack of resources, support, information, and training). These findings demonstrate the necessity of cooperation between teachers and HE-institutions, in addition to the role of scholars in studying teachers' understanding of inclusion, to improve the inclusive learning environment of students in HE.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000149/pdfft?md5=0871f66c23f2f1c1f5c16bbc58d5f4d7&pid=1-s2.0-S1747938X24000149-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review\",\"authors\":\"Tisja Korthals Altes , Martijn Willemse , Sui Lin Goei , Melanie Ehren\",\"doi\":\"10.1016/j.edurev.2024.100605\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they characterize inclusive learning environments. In this study, these three aspects were explored using a systematic literature review. From the selected 36 peer-reviewed articles was concluded that even though there is a rise in attention to inclusion in HE in recent years, most attention is still on integrating students with disabilities in regular education instead of the newer broader definition of inclusion ‘for every student’. When HE-teachers’ understanding of inclusion was discussed, they more often had a positive attitude toward inclusion, but it is unclear what this attitude was against (and what is meant by positive/negative) due to the neglect of mentioned definitions of characteristics. HE-teachers’ challenges for inclusion in higher education are internal (lack of knowledge, skills, experience, and confidence) and institutional (lack of resources, support, information, and training). These findings demonstrate the necessity of cooperation between teachers and HE-institutions, in addition to the role of scholars in studying teachers' understanding of inclusion, to improve the inclusive learning environment of students in HE.</p></div>\",\"PeriodicalId\":48125,\"journal\":{\"name\":\"Educational Research Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":9.6000,\"publicationDate\":\"2024-04-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1747938X24000149/pdfft?md5=0871f66c23f2f1c1f5c16bbc58d5f4d7&pid=1-s2.0-S1747938X24000149-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1747938X24000149\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X24000149","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review
Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they characterize inclusive learning environments. In this study, these three aspects were explored using a systematic literature review. From the selected 36 peer-reviewed articles was concluded that even though there is a rise in attention to inclusion in HE in recent years, most attention is still on integrating students with disabilities in regular education instead of the newer broader definition of inclusion ‘for every student’. When HE-teachers’ understanding of inclusion was discussed, they more often had a positive attitude toward inclusion, but it is unclear what this attitude was against (and what is meant by positive/negative) due to the neglect of mentioned definitions of characteristics. HE-teachers’ challenges for inclusion in higher education are internal (lack of knowledge, skills, experience, and confidence) and institutional (lack of resources, support, information, and training). These findings demonstrate the necessity of cooperation between teachers and HE-institutions, in addition to the role of scholars in studying teachers' understanding of inclusion, to improve the inclusive learning environment of students in HE.
期刊介绍:
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.