残障学生在全纳教育中的体验:质性系统回顾

IF 10.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Dagmar Sedláčková , Jiří Kantor , Liliana Belkin , Jana Marečková , Alžběta Smrčková , Jian Du , Jiaoli Li , Zuzana Svobodová , Zachary Munn
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引用次数: 0

摘要

身体残疾会影响一个人的教育。身体残疾学生的第一手叙述可能对政策制定者、教师和其他利益攸关方有用,有助于改善全纳教育的提供。本系统综述的目的是了解参与全纳教育的身体残疾学生经历的不同方面。本综述按照JBI定性系统综述方法进行。数据提取自关于世界各地6-20岁在小学或中学接受教育的身体残疾学生经历的定性研究。从5326份初始记录中,纳入了19项相关研究,并由两名独立审稿人进行了严格评估。87个主题被分为9类,并进一步汇集成3个综合陈述。尽管在主流环境中接受教育,但身体残疾学生在日常生活中以及在无障碍和参与学校方面面临挑战。这些挑战可能会影响他们的自我认知、他们的教育进程以及他们未来的目标和选择。然而,通过课程设计的调整,提供适当的支持,并在决策过程中纳入PD学生的声音,可以克服主流环境中的障碍。鼓励PD学生的归属感和有意义的参与的实践和政策可能会增强他们的包容性体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The experiences of students with physical disabilities in inclusive education: A qualitative systematic review
Physical disabilities can impact a person's education. The first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. The objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive education. This review was conducted according to the JBI methodology for qualitative systematic reviews. Data were extracted from qualitative studies concerning the experiences of students with physical disabilities, aged 6–20, educated in primary or secondary schools, worldwide. From 5326 initial records, 19 relevant studies were included and critically assessed by two independent reviewers. Eighty-seven themes were classified into 9 categories and further pooled into three synthesized statements. Despite being educated in mainstream settings, students with physical disabilities convey challenges in their day-to-day living and with accessibility and participation in school. These challenges may affect their self-perception, their educational progression and their goals and choices for the future. However, barriers in mainstream settings may be overcome through accommodations of curriculum design, providing appropriate supports and including students with PD's voice(s) in decision-making. Practices and policies that encourage a sense of belonging and enable meaningful participation for students with PD may enhance their experiences of inclusiveness.
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
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.
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