Review study
Martina Kurowski1H
Michal Černý2
František Trapl3
Masaryk University, Department
of Social Education- Faculty of
Education, Czech Republic
2
Masaryk University, Department
of Information and Library StudiesFaculty
of Arts, Czech Republic
3
Masaryk University, Department
of Social Education- Faculty of
Education, Czech Republic
H
kurowski@ped.muni.cz
Article history
Received
March 31, 2021
Received in revised form
February 10, 2022
Accepted
May 30, 2022
Available on-line
June 30, 2022
A REVIEW STUDY OF RESEARCH
ARTICLES ON THE BARRIERS TO
INCLUSIVE EDUCATION IN PRIMARY
SCHOOLS
ABSTRACT
This article presents a review of research studies related to the theme of barriers to inclusive
education in primary schools. The basic data set for our study consisted of 27 expert articles selected
from the Web of Science and Scopus databases according to clearly defined criteria. The result of
the analysis provided findings that appear across all the texts. The research questions of this review
study are what the barriers to inclusion in primary schools are, what we know about them, and
whether there are ways to reduce them. We focused in more detail on the themes of discrepancies
between legislation and practice, teaching barriers in the classroom, transdisciplinarity and interprofessionalism,
and methodological specifics. In the analysis and discussion, we delineate the
essential points of the individual articles by searching for similarities and differences among the
texts.
KEYWORDS
Barriers to inclusion, educational opportunity, inclusive education (IE), primary school, special
educational needs, overview study
HOW TO CITE
Kurowski M., Černý M., Trapl F. (2022) 'A review study of research articles on the barriers to
inclusive education in primary schools', Journal on Efficiency and Responsibility in Education
and Science, vol. 15, no. 2, pp. 116-130. http://dx.doi.org/10.7160/eriesj.2022.150206
Highlights
• Lack of relevant research on the topic of barriers in inclusive education as well as a research knowledge gap in terms of
the formation and application of broader models and coherent theories, which might be applied more universally on the
topic of IE.
• We are missing the mechanisms which make the implementation of the declared legislation realizable.
• The core of inclusive education is transdisciplinary, but we stillsee difficulties in cooperation between different professional
identities.
• Inclusive education is a transnational issue; thus, the unclear terminology of inclusive education is reflected in the
challenges of pedagogical practice globally.
• There is a lack of support (material, technical, and training) for the pedagogical staff worldwide; the pedagogues don't
feel prepared wellfor work in the inclusive classroom.
INTRODUCTION
For more than four decades now, the theme of inclusivity has
been becoming increasingly relevant in global discourses on
education. The principle of inclusive education (IE) is firmly
grounded in discourses of human rights and social justice.
In 1994, 92 countries of the world signed the Salamanca
Statement, introducing the novel concept of IE for children
and adults with special educational needs (SEN). The
definition of inclusion in the Statement is quite broad and goes
beyond the concept of disability to include 'Education for All'
(EFA), a target specified by many regional and international
organizations in various initiatives since Salamanca. The basic
principle of inclusion is that all pupils should learn together
whenever possible and that mainstream schools must respond
to the diversity of individual pupil needs. To this end, schools
must receive adequate support and services. Most international
organizations involved in the field of education have adopted
this comprehensive approach, including groups sponsored
by the United Nations (UNESCO, UNICEF), the Council of
Europe and the European Union (Hardy and Woodcock, 2015).
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Participants at the World Education Forum in Dakar further
recognized that 'the heart of EFA activity lies at the county level'
(UNESCO, 2000: 10).
At present, a definitive shared framework for the concept of
inclusion has not been agreed upon (Armstrong and Cairnduff
2012; Tso and Strnadova, 2017), although a number of concepts
have emerged. One indisputable finding is that the feeling of
belonging to a school further correlates to greater life satisfaction
and better academic results (OECD, 2017, 2018). The decisive
factor towards securing real inclusion for all are teachers (Choi,
2018; Riley, 2017). Many educators have reported that they do
not regard themselves as sufficiently prepared for their role as
inclusion actors (Cologon, 2013; Soto-Chodiman et al., 2012),
a feeling which is also reflected in the emotions they experience
as inclusion is realized in pedagogical practice.
As the inclusion of pupils with disabilities has always been a
prominent issue in general discourses on inclusivity (Clough
1998; Davies, Garner and Lee, 1998), naturally, questions have
arisen regarding the appropriate formulation and institution of
educational policies along these lines (Barton, 1986); Davies,
Garner and Lee, 1998). Strategies were once based largely on
market competitive comparisons of the educational results of
individual schools, yet this is an approach that has been found to
make real inclusion impossible. Inversely, a number of studies
have focused primarily on factors related to social inclusion
(Mowat, 2019), featuring many key elements, such as a general
sense of belonging (Riley, 2017), relationships within the school
(Bossaert et al., 2013), as well as other affective factors that
function as motivational and protective elements (Prince and
Hadwin, 2013).
IE has been described as 'the process of educating children
with disabilities in the regular education classrooms of their
neighbourhood schools - the schools they would attend if they
did not have a disability - and providing them with the necessary
services and support' (Rafferty, Boettcher and Griffin, 2001).
Inclusivity as 'Education for All' concerns not only the mere
physical placement of pupils with SEN in the local school
but also improving the conditions of social life in the school
community and enriching the learning environment. Inclusion
also concerns the specific way of teaching, which includes
supporting all actors involved, thereby securing the benefits of
such education (Haug, 2003).
As theresults of ourstudy show, inclusionisaglobalphenomenon
with studies showing tension invarious environments worldwide
between educational policy and the practice that individual
inclusion actors seek to implement (Anderson, Klassen and
Georgiou, 2007; Daly et al., 2016). Despite good intentions, the
insensitive or ineffective implementation of educational policy
in relation to inclusion can potentially lead to anxiety or even
friction among all actors involved (Raffo and Gunter, 2008). Our
review study aims to describe particularbarriers inclusion actors
have encountered and dealt with in different cultural contexts.
Then, using this information, we seek to determine particular
common denominators within the basic research discourse.
Meeting both of these goals can help set more effective
educational policies, improve teacher training, and point to
directions for future research into IE.
Inclusive, internally differentiated education of pupils during
compulsory schooling, has been shown as a highly desirable
model (Idol, 2006), which not only enhances the cognitive
development of all pupils but also has a positive effect on
pupil socialization (Hunt and Goetz, 1997; Mowat, 2019). The
authors of the present paper wish to use this text to support an
inclusive philosophy that is both fairer and more beneficial for
all pupils and students.
RESEARCH METHODOLOGY
The aim of ourreview study is to describethe researchdiscourse in
thefieldof barriersto IE withinprimary school. We will attemptto
analyze the most frequently discussed topics in both content and
methodology. Findings have shown that inclusion is commonly
portrayed as problematic in some media and is perceived as such
in the wider society (Brown 2020; Gilmour, 2018; Whitley and
Hollweck, 2020and to highlight the particular case of inclusive
education policy reform in the province of Nova Scotia. As with
most other provinces and territories, inclusive education policy
in Nova Scotia has broadened to include a lens of equity, with
a focus on not only students with special education needs, but
all students - particularly those most often marginalized by and
within Canadian school systems. The article reflects on the first
phase of the developmental evaluation process which took place
prior to full implementation of the policy. Four interconnected
key themes emerge: 1). Also, authors more accommodating to
the concept of IE have indicated the many problems that exist
in the media space (Jack and Manoeli, 2020; Murphy, 2015).
As our goal is to review how the relevant professional literature
describes the particular barriers that appear in the field of IE, as
well as how IE as a whole is described in terms of barriers, we
will leave aside discussions of media portrayals; although this
is a very valuable research area, e.g. in terms of providing the
public with accurate information regarding IE.
The research questions of this review study are what the barriers
to inclusion in primary schools are, what we know about them,
and whether there are ways to reduce them. To shed light on
our research, we draw on the paradigm of action research
(Zuber-Skerritt, 2001; Ketterer, Price and Politser, 1980). This
emphasises the need to understand the status quo and discover
the mechanisms that can lead to the desired positive change. Our
research is also linked to change - we are looking for ways in
which barriers to inclusion can be removed.
For our review study, we chose the search terms 'inclusion',
'primary school' and 'barriers'. The aim was to examine texts
that deal either generally with the issue of inclusion in the field
of basic education (especially at thefirststage, i.e. ISCED Level
1), or more specifically withbarriers that may be associated with
its implementation. As our research target relates to the school
environment, it was necessary to exclude from the search results
texts directed toward other domains, e.g. STEMfields,the legal
and health professions, otherfieldsin the humanities, etc. A few
texts, including the search terms that were completely unrelated
to the research area, were also excluded from the analysis.
The search filter was set to the years 2017-2020. Since our
analysis aimed to depict the current situation, we did not explore
older texts. The texts were sourced from the Web of Science
(W6S) and Scopus databases, which we chose as they feature
the highest quality texts in terms of professional and scientific
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excellence. If a text was indexed in both databases, we chose
the version listed in WoS. A total of 21 texts were retrieved from
the WoS database, along with another 6 from Scopus, thus, we
worked with a total of 27 documents in the analysis. Exclusively
research articles were included.
The review study is limited to the years 2017-2020 for two
reasons: the first is that barriers to inclusion are well described
in older literature or textbooks (Darrow, 2009; Lloyd, 20081997:
Powell, 2015) and the aim of our study was not to extend the
period of the studies reviewed and to petrify these findings,
but to offer insights into current research approaches, methods,
findings, and perspectives. The second is the qualitative focus
of the study, which allows for detailed work only on a limited
number of studies. Thus, the reduction to this time period fulfills
both an updating and selective role so that the chosen approach
is methodologically transparent.
We undertook both a qualitative and quantitative evaluation
of the texts. The qualitative part consisted of the analysis of
noteworthy findings and other information that facilitates
a clearer understanding of barriers to the implementation
of inclusion in primary education. All three authors of the
present review study read all of the texts, following which the
qualitative analysis was conducted. After the methodologically
more subjective qualitative evaluation, a quantitative analysis
was conducted. For each text, the sample size and its structure,
methods, research tools, data processing methods, and location
were determined.
We also originally intended to analyze the research questions of
the articles but this was not successful since many articles (even
empirical studies) did not work with explicit research questions
at all. Similarly, not all the texts share a clearly defined research
paradigm onwhichto rely. Thus, while for most ofthe articles it is
possible to assume the prevailing constructivist presuppositions,
in no text was it possible to identify them methodologically. For
this reason, in the resulting table,findingsregarding evaluations
of the research questions are not featured at all.
In general, qualitative concepts prevailed (22 of the studies).
A large part of the texts described research that employed
a methodology that produced results that were not very acute or
unambiguous, using methods such as thematic analysis, content
analysis and/or semi-structured interviews; Interpretative
Phenomenological Analysis (HA), ethnographic methods,
etc. were also represented. Ourfindingsshow that qualitative
methods have usually been regarded as more appropriate in
examining themes related to inclusion, as the concept is typically
seen in terms of relatively broad and complicated phenomena.
The fact that we do not have quality large-scale quantitative
studies (6 in total, out of which 4 were purely quantitative and
2 mixed design) should also be emphasized. A few single and
multiple case studies (3) were also represented.
RESULTS
The 27 studies included in our research were carefully analyzed
by the three authors, who then agreed on the key messages of
the individual studies. In addition to summaries of the findings
of each study, the attached table in the appendix also shows the
geolocation of the individual surveys (11 studies from Europe,
1 from America/ Caribbean, 4 from Asia, 6 from Australia, 5
from Africa) along with research methods (most often various
forms of interviews - 21, questionnaires or tests - 10, and
observations - 5). The sizes of the research samples were quite
diverse, ranging from a set of 2,649 pupils to single cases and
case studies. It is not possible to determine one dominant target
group of research, although most often the research included
teachers (16), pupils (5), and parents (5), as well as assistants,
school principals, and administrators.
Research results have been mapped, documenting the
experiences of more than a thousand teachers, three thousand
pupils, and more than four hundred other inclusion actors. It
can thus be argued that the presented results capture a relatively
extensive, multiculturally diverse set of experiences at the time
of the study, which has allowed the researchers to observe in
a broader way, certain general trends regarding barriers to the
process of IE in primary schools.
Discourses Article
Discrepancies between legislation and practice Alborno, 2017; Daly et al., 2020; Ebuenyi et al., 2020; Hodges et al., 2020; Keon, 2020;
Materechera, 2020; Miles, Westbrook and Croft, 2018; Parey, 2022; Qu, 2019; Sue,
Bukovec and Karpljuk, 2017
Educational barriers in the classroom Alborno, 2017; Alderton and Gifford, 2018; Anglim, Prendeville and Kinsella, 2018;
Hodges et al., 2020; Kerins et al., 2018; Martos-Garcia and Monforte, 2019; Mowat,
2019; Mukhopadhyay, Mangope andMoorad, 2019; Sanchez, Rodriguez and Sandoval,
2019; Sue, Bukovec and Karpljuk, 2017; Tso and Strnadova, 2017
Transdisciplinarity as a challenge Alborno, 2017; Anglim et al., 2018; Ebuenyi et al., 2020; Hankebo, 2018; Hodges et
al., 2020; Imasaka et al., 2020; Kerins et al., 2018; Martos-Garcia and Monforte, 2019;
Mukhopadhyay et al., 2019; Ndhlovu and Varea, 2018; Overton, Wrench and Garrett,
2017; Quibell, Charlton and Law, 2017; P. A. Sanchez et al., 2019; Tso and Strnadova,
2017
Qualitative research designs with no ambitions Alborno, 2017; Alderton and Gifford, 2018; Anglim et al., 2018; Daly et al., 2020;
to formulate more general theoretical Ebuenyi et al., 2020; Hankebo, 2018; Hodges et al., 2020; Imasaka et al., 2020;
hypotheses predominate investigations into IE Keon, 2020; Martos-Garcia and Monforte, 2019; Miles, Westbrook and Croft, 2018;
Mukhopadhyay et al., 2019; Ndhlovu and Varea, 2018; Overton et al., 2017; Qu, 2019;
P. A. Sanchez et a l , 2019; Sue et al, 2017; Tso and Strnadova, 2017
Table 1: Particular area and the relevant article (source: own thematic analysis)
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Data analysis
Within our research framework, we processed the 27 texts
using a combination of two methods: content analysis followed
by framework analysis, which we used to examine the most
general characteristics of the analyzed texts. In the appendix
of this article is a table with selected data that we have chosen
as relevant. We identified certain common structures that were
found in a substantial portion of the analyzed articles. Four
areas were identified as the most common and important. They
are the result of the thematic analysis carried out. This is the
core of the analytical review, which we focus on in a broader
and deeper analysis below.
Discrepancies between legislation and practice
The OECD report (1999) argues that although there is a
consensus in the international context on what comprises
IE, the main barriers to implementing IE in practice show a
combination of a lack of political will and an endless resistance
to change.
The broad definition of IE enshrined in the Salamanca
Declaration (UNESCO, 1994) and the Framework for Action
(UNESCO, 2000) is reflected in the national legislation of
many countries, especially the signatories of this declaration,
e.g. Trinidad and Tobago (Parey, 2022), Australia (Hodges et
al., 2020), SouthAfrica (Materechera, 2020), and Great Britain
(Alderton and Gifford, 2018). In most of the texts analyzed,
a noticeable emphasis has been placed on specific national
policy contexts (Alborno, 2017; Daly et al., 2020; Parey,
2022). The breadth of the internationally supported definition
of IE must be reflected at the national level, albeit in various
forms. In the 21st century, most countries cannot afford to
claim that education should be of a purely exclusive nature
or that people with a certain otherness should be segregated,
as stated in Convention on the Rights of the Child - Article 2
(UNICEF, 1989) and Convention on the Rights of Persons with
Disabilities - Article 24 (UN, 2006). This means that the idea
of humanity as a social invariant represents a relatively broadly
accentuated concept within the value framework of individual
countries (Glass, 2001).
Still, a strong gap remains between the declared value
framework of IE enshrined in national education policies
and public attitudes (Alborno, 2017). We can see pressure
supporting IE as a fundamental human right, but we can also
feel considerable resentment from parents and the general
public. They feel that any otherness hampers other pupils and
delays their development, negatively affecting their educational
outcomes (Ebuenyi et al., 2020; Keon, 2020). In the Irish
context, these attitudes reflecting public antipathy have been
termed 'soft barriers' (Cradden, 2021; Keon, 2020).
Teachers are thus placed in a situation in which they must
liaise with parents, yet still emphasize a partnership-oriented
and open approach that is often in sharp contrast to the value
framework of parents (Hodges et al., 2020; Keon, 2020). This
tension, often framed in terms of a 'mismanagement of public
debate', is indicated as a strong negative aspect regarding
inclusion in most of the studied texts (e.g. Ireland: Keon, 2020:
United Arab Emirates: Alborno, 2017; Australia: Hodges et al.,
2020; South Africa: Materechera, 2020).
Another manifestation of the conflict between legislation and
practice is illustrated by the example of Trinidad and Tobago:
'The participants shared that the Equal Opportunities Act
was the only piece of national legislation which secures the
rights of children with disabilities with regards to inclusion in
schools in Trinidad. They mentioned that, due to the absence of
monitoring mechanisms, the implementation of this legislation
was not strong.' (Parey, 2022: 569).
In practice, this means that different countries across
continents (Trinidad and Tobago: Parey, (2022); Slovenia: Sue
et al. (2017); United Arab Emirates: Alborno (2017); United
Kingdom: Alderton and Gifford (2018); Ireland: Kerins et al.
(2018); Australia: Hodges et al. (2020); Tanzania: Miles et
al. (2018) have instituted an inclusive school legislation that
sets a strong systemic and value framework only in some
respects. IE is seen as intended and even desirable, and putting
school legislation into practice is considered to be primarily
the job of the school. Nevertheless, despite well-intentioned
efforts, no mechanisms exist that would support the practical
implementation and evaluation of an inclusive form of
education in schools (Tannenbergerová, 2018).
Additionally, problems may also stem from a disparity between
a country's cultural roots and its official IE policy (Qu, 2019).
In Confucianism, which shapes the Chinese idea of a highly
homogenized society, great emphasis is placed on harmony
and order (Li, 2006). Whatever violates this order is perceived
as negative, and the goal of education is to eliminate this
contradiction (Qu, 2019). In such a situation, inclusion, which
in itself entails the existence of otherness, is a concept very
difficult to integrate culturally with the desideratum of stability
and consistency.
When IE is viewed through a special pedagogical or human
rights prism, it becomes necessary to clearly define the widest
range of possible disadvantages and needs that a teacher may
encounter in the classroom (Ebuenyi et al., 2020). If not,
misunderstandings will arise, and in the worst case, segregation
may occur in situations where it otherwise would not have
occurred at all.
Educational barriers in the classroom
In addition to the aforementioned discrepancy between social
and legislative norms, throughout the analyzed texts, specific
barriers are described that stand in the way of successful
inclusion. The emphasis on the feeling of the lack of help is
critical. Inclusion is perceived as something that needs to be
accomplished, but at the same time it always has the character
of something extra, simply another requirement placed on the
already overburdened school ecosystem. Results concerning
IE have been closely related to the quality of teaching and
learning (Cara, 2013). Educators and teaching assistants feel
unprepared for an inclusive classroom environment, and also
lack continuing professional development (CPD) regarding
work with a heterogeneous classroom (Anglim et al., 2018;
Mukhopadhyay et al., 2019; Smith and Broomhead, 2019).
A total of five texts touched upon the theme of working with
children and pupils with autism spectrum disorder (ASD)
(Anglim et al., 2018; Hodges et al., 2020; Kerins et al., 2018:
Tso and Strnadova, 2017). In other articles, we noted mentions
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of unpreparedness for working with ASD or, alternatively,
with a group of pupils with social, emotional, and behavioural
needs (SEBN, a specific group which also includes pupils with
Emotional and Behavioural Disorders) (Alborno, 2017; Kerins
et al., 2018; Mowat, 2019; Mukhopadhyay et al., 2019; Sue et
al.,2017).
Another interestingfindingis the relationship between didactic
methods and inclusion in schools, with a close connection
shown between didactic methods and the results of IE (MartosGarciaandMonforte,
2019; S. Sanchez etal., 2019). In general,
frontal methods that emphasize a Foucault division of power
work less effectively with inclusion; in contrast, strongly
activating and socializing projects (associated with teamwork
along with shared practical and enjoyable experiences) have
a relatively large potential to support IE in a number of ways
(Alderton and Gifford, 2018). Keeping all of this in mind,
exactly how should future and current teachers be prepared
to face the challenge of working with heterogeneous school
participants?
In addition to the weak support in terms of both undergraduate
preparation and further education of pedagogical staff, in the
analyzed texts, we noted other factors of a material nature
hindering or preventing the adoption of an inclusive curriculum
altogether. In some countries, education actors must work
with outdated or dilapidated classroom equipment, or they
must deal with the unavailability of supporting educational
materials and other inadequate teaching resources (Mowat,
2019; Mukhopadhyay et al., 2019). One respondent of research
conducted in SouthAfrica's mainstream schools communicates
these concerns: 'Inclusive education can work if classes are not
too big. So, more educators need to be employed, because if the
classes are as big they are now, where some teachers have 52
pupils, it's terrible; there is not even space in the class to move
around. That's why I say the teachers are already negative
about this inclusive education [...]'. (Mukhopadhyay et al.,
2019: 780). The common denominator of all these barriers is
the lack of financial resources.
Transdisciplinarity as a challenge
Inclusion has always been characterized by a transdisciplinary
approach, which is central to whether the inclusion process
works or fails. Alborno (2017) indicates the large number of
actors, i.e. inter-professionalism, who must be involved in the
process of IE. It is necessary to ensure that all the participating
actors are able to confer with each other and cooperate, that
they respect each other and are able to pursue common goals.
However, in the current overall climate, it seems such an ideal
situation rarely occurs. Like the obstacles regarding classroom
barriers, it seems that much more could be done to establish
the transdisciplinary approach as a goal, both in theory and
practice (Kerins etal., 2018). This objective has proven difficult
to fulfill with regard to the diverse professional identities and
the sometimes divergent views of individual actors involved in
educational processes (Kerins et al. 2018). This situation often
leads to less common pedagogical concepts and procedures
(Quibell et al., 2017), or experimental research designs
(Ndhlovu and Varea, 2018) based solely on one discipline to
the exclusion of others.
The theme of transdisciplinarity in IE was analyzed by Sue
et al. (2017). They found that teachers perceive cooperation
with other professions (health professionals, psychologists,
counsellors, social workers) very favourably and as an activity
from which they benefit in practice. On the contrary, therapists
perceived interdisciplinary cooperation within a much smaller
scope, with their contact with educators primarily taking the
form of information transfer. Therefore, certain basic issues,
even the definitions of work expectations and responsibilities,
mustbe dealt with in terms of interprofessional communication
for effective inclusion to be implemented.
One finding which emerges from the research is the need to
rethink the very meaning of transdisciplinarity in the context
of IE, along with the implications of such an approach (Sue
et al., 2017). Transdisciplinarity entails not only information
transmissionbut also aprocess of adapting educational methods
and approaches, examining socialization interactions in relation
to school architecture, as well as many other sub-dimensions
in which it will become necessary to search for genuine
interdisciplinary and inter-professional cooperation (Overton
et al., 2017; Sanchez, Rodriguez and Sandoval, 2019). Given
the general results identified in current research, however, a
degree of scepticism may be expressed as to whether teachers,
teaching assistants, counsellors and other professionals are
really prepared for such an approach (Alborno, 2017; Ebuenyi
et al., 2020; Mukhopadhyay et al., 2019).
The fact that IE cannot be tackled at the level of a single worker
or specialist but can only be achieved consortially is also
evidenced in studies onpeople withdisabilities (Hankebo, 2018;
Martos-Garcia and Monforte, 2019), specifically people with
autism, whose inclusion is possible only through a cooperative
synergy among several professions and professionals (Anglim
et al., 2018; Imasaka et al., 2020; Kerins et al., 2018; Tso and
Strnadova, 2017). Hodges et al. (2020) illustrate this theme in
the relationship between social integration and school culture,
emphasizing that it is not possible to achieve real IE without
social pedagogical intervention.
Qualitative research designs with no ambitions to
formulate more general theoretical hypotheses
predominate investigations into IE
This research reality also reflects the situation described above
in the reported results. Steps toward inclusive measures are
usually of a partial nature, embracing a limited approach that
does not go far enough towards resolving major issues such
as teacher training, specialist interdisciplinary cooperation
within the school environment, the provision of resources for
assistants and aids, as well as other challenges which must be
met for IE to be successfully implemented.
Qualitative research designs, showing no inclination toward
formulating more general theoretical hypotheses, predominated
our review study. Limited perspectives on broad problems,
as well as examinations of isolated phenomena in specific
situations, are explored, although sometimes in original or
otherwise interesting ways. Generally, few precise measuring
instruments are used to produce results that could later be
related to specific government policy recommendations (Qu,
2019). If we ask why inclusion is failing, or at least is not
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proceeding as robustly as it could, one of the reasons may be
a lack of quantitative research that could influence specific
policy measures, e.g. by creating information feedback loops
between policy makers and on-the-ground inclusion actors.
This practical failure at the school and classroom level is
especially disheartening in situations where strong legislative
initiatives have already been implemented.
Innovative and experimental qualitative methods produce
extremely valuable knowledge and insights that cannot be
obtained in any other way, often by giving a voice to the
voiceless, in our case pupils and their teachers. We do not
intend to portray a negative characterization of qualitative
research tools, but only to draw attention to the fact that by
their very nature they generally lead to a description of only
one particular situation (Alborno, 2017) or the experiences of
a unique group of people (Miles et al., 2018). We only seek
to point out that often qualitative methods are not grounded
in, nor do they lead to, broader frameworks of thought. It is
imperative that isolated qualitative studies, which in our
review are shown as prevailing in inclusivity research be
supplemented to a much greater degree by more quantitative
research to obtain a comprehensive view of the special issues
related to IE, including barriers to full implementation.
Although as indicated, qualitative approaches predominate
quite convincingly in our review, four studies were of a
purely quantitative nature. Thefirstwas a Spanish paper by S.
Sanchez et al. (2019) in which over 2,500 learners completed
a questionnaire, culminating in information about the possible
construction of a valid and reliable tool that would facilitate
work with easily measurable quantifiers. The second article
focused on working with a questionnaire for principals and
special pedagogical assistants (Kerins et al., 2018), while the
third uses Spahiro-Wilk statistics to compare results from two
groups (outdoor and indoor learners) of respondents (Quibell
et al., 2017). In the fourth purely quantitative research work,
the authors chose a study group and a control group for which
multiple statistical techniques were used (Vallaba Doss et
al., 2020). Only in two selected studies did the authors use
a mixed design of quantitative and qualitative methodology
(Materechera, 2020; Parey, 2022); in both cases, the authors
combined in-depth interview methods and questionnaires.
In terms of qualitatively oriented research, the predominant
method is interview (Tso and Strnadova, 2017), which are
often supplemented by other research tools, such as focus
groups (Ebuenyi et al., 2020; Hodges et al., 2020; Mowat,
2019; Mukhopadhyay et al., 2019; Sue et al., 2017), document
analyzis (Alborno, 2017), observations (Alderton and Gifford,
2018; Hankebo, 2018; Imasaka et al., 2020; Overton et al.,
2017) and/or various types of questionnaires (Baxter and
Meyers, undefined/ed; Keon, 2020; Materechera, 2020:
Parey, 2022; P. A. Sanchez et al., 2019). It is not possible to
trace one predominant line in the interviews; in-depth IPA
interviews (Anglim et al., 2018; Smith and Broomhead, 2019)
and semi-structured interviews (Daly et al., 2020) appear as
the two most prominent forms but also unstructured interviews
(Ndhlovu and Varea, 2018) and in-depth interviews on mostly
unspecified topics (Miles et al., 2018), specified in-depth
interviews (Martos-Garcia and Monforte, 2019) and small
interviews conducted during observation (Overton et al., 2017)
were featured in our review.
The reviewfindingsemphasize in particular the absence of a
strong theoretical framework as the basis for the structured
interviews or quantitative methods. As stated previously,
although these studies often present interesting results, no
unifying concept or theory is presented to form discussions
or conclusions that may be useful in broader contexts. It has
been established that inclusion in the school environment
has been thoroughly researched and reflected upon using
these methods. Researchers have put forth efforts to improve
the current situation in the local or even regional context,
e.g. (Ebuenyi et al., 2020; Mukhopadhyay et al., 2019), but
a research knowledge gap remains in terms of the formation
and application of broader models and theories that might be
applied more universally, i.e. a set of basic principles from
which to start. The situation is one in which the relatively
large amount of data obtained through in-depth interviews
(generally processed through IPA, but also otherwise), as well
as semi-structured interviews, is too fragmented to form a
deeper framework.
DISCUSSION
IE (Lindner and Schwab, 2020; Nilholm, 2021), as well as
its challenges and barriers; Schuelka et al., 2020), represent
a necessary research and application topic with a solid
multicultural dimension (Hayes and Bulat, 2017; Ramberg
and Watkins, 2020). The analysed studies show that this
topic needs to involve many helping professions (Baird and
Mollen, 2018; Walsh et al., 2020), whose approaches can help
with a multidisciplinary and transdisciplinary approach. The
topic of inclusion is not just a school issue but extends to the
entire social environment of educators, pupils and students.
An educationally adequate method that removes barriers
will better integrate pupils or students with specific learning
needs and transform the whole social discourse (Liasidou and
Symeou, 2018). Therefore, it is an essential topic for all, as it
leads to the systematic inclusion of differences in education
(Mestenhauser and Ellingboe, 2005; Woodruff, 2020), which
we consider an essential pedagogical issue (Eisenberg et al.,
2021).
In our study, we have left aside topics that are purely focused
on special educational issues because we believe that IE
discipline as a whole is capable of taking a good stance on
such problems and strives for this kind of inclusion through the
education of future and current teachers (Felder, 2021; Florian,
2019; Paseka and Schwab, 2020). Similarly, we have left aside
topics such as lack of material or economic security or lack
of political support because what we want is to describe the
changes that education can make (Nilholm, 2021).
An interesting aspect related to internationally recognized
legislation is that the theme of IE has become topical across
continents, which also reflects the transcultural nature of IE.
We can currently observe the world's interconnectedness
regarding this issue in the adoption of transnational documents
on education (e.g. Salamanca Statement), although it is
understandable that discourses of inclusivity continue to be
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reflected in diverse ways in local policies within particular
national contexts. As we have shown in the example of China
(Qu, 2019), the promotion of IE may be associated witha certain
value-environment or historical experience (Materechera,
2020). Despite national and regional idiosyncrasies, however
the basic scenery in which inclusion moves in the school
environment is similar.
In the majority of the analysed texts, in terms of the
understanding of IE1
the authors refer to the Salamanca
Statement (UNESCO, 1994). Nevertheless, the research
shows a discrepancy between the declared broad understanding
of the concept of IE and practice in specific schools, which for
many reasons often do not receive adequate support (Anglim et
al., 2018; Kerins et al., 2018; Mukhopadhyay et al., 2019). In
such a situation, IE is reduced to the mere physical integration
of pupils with special educational needs, i.e. the presence of
these learners does not significantly affect the current course of
the class and the educational process. 'If inclusion, for all its
complexity, is suchanimportant principle, why is it not a readily
identifiable, stand-alone entity in policy? And why is inclusion
so often only mentioned in passing in many policies?' (Hardy
and Woodcock, 2015: 145). When international and, therefore,
national legislation has already defined the conception and
form of IE, then is it still now appropriate to ask how we will
reflect and support this legislation in practice?
The inadequate training of pedagogical staff and consequential
lack of experience of work with the specific needs of pupils has
been identified in our research as a basic barrier standing in the
way of IE (Anglim et al., 2018; Hodges et al., 2020; Tso and
Strnadova, 2017). The literature identifies two possible, and in
some ways antithetical, pedagogical approaches (Haug, 2017).
Impairment-oriented teaching strategies focus on learner
pathologies along with the particular personal difficulties
associated with specific learning problems related to each
condition. To support pupils and students and their particular
needs, the school needs special educators who understand
specific impairments as well as know how to compensate for
them (Kreitz-Sandberg, 2015). The second approach, referred
to as 'good all-round teaching' (Mitchell and Sutherland,
2014), is based on the principle that common teaching
strategies, suitable for the majority of pupils, are also suitable
for pupils with special educational needs. Each individual is
different, thus as is the case with the general learner population,
some pupils with SEN undoubtedly need more time, more
repetitions, fewer tasks, and a slower progression, as well
as, in some cases, adjusted performance expectations. Still,
specific teaching strategies in this approach may be the same
for all pupils regardless of their needs. In this case, the need for
regular teachers in inclusive schools who are highly qualified
in SEN, becomes even more imperative (Florian, 2014).
In the context of transdisciplinarity, Kearney and Kane (2006)
distinguish two interpretations of inclusion: (a) inclusionbased
on a special education framework and special teacher expertise,
and (b) inclusion as meeting the needs of all learners in similar
ways irrespective of what those needs are. The divergence
between these two approaches is clearly visible in the results
of our review study. Responding to the widely agreed upon
identification of transdisciplinarity as desirable and necessary,
although difficult to attain, Haug (2017) describes an ideal
state which unfortunately, is not realized in practice. Without
a transdisciplinary approach (Rausch, Bold and Strain, 2021),
it is impossible to institute IE and to successfully promote
the collaboration of individual social (Bellamy et al., 2013)
and special educators who, working together, might promote
inclusivity even more effectively (Weiss, Cook and Eren,
2020). In this respect, it can be said that it is the capacity
for the various supporting professions to communicate with
each other that builds a transdisciplinary approach (i.e. interprofessionalism),
which in turn is the basic prerequisite for
successful IE (Rausch, Bold and Strain, 2020).
The 'good all-round teaching' approach is supported by the
results of one of the studies we analyzed (Anglim et al., 2018).
This research provides clear confirmation that teachers with
higher self-efficacy tend to adapt more readily to working with
the individual needs of learners, with educator creativity also
playing an important role. Schoolteachers need to trustthat they
are adept at teaching all children, an attitude also supported
by being open to new trends in inclusive education (Florian,
2014) as well as continually seeking effective new approaches
for their work. Last but not least, building relationships in the
class collective among all actors involved is of fundamental
importance. The support-group leaders in research conducted
in Scotland (Mowat, 2019), as well as physical education
teachers in anAustralian study (Overton et al., 2017), identified
good relations between teachers and children, as well as among
pupils themselves, as an essential component of the educational
process.
The selected research studies are characterized by diverse
methodological approaches. In most cases, the authors
tended towards qualitative design, although mixed or purely
quantitative designs are also represented. The predominant
researchmethods areinterviews (semi-structured, unstructured),
in-depth interviews, focus groups, and observations; some
authors also used questionnaires and document analysis.
The most common data processing method was shown to be
interpretive phenomenological analysis, with open coding and
narrative methodologies less often represented. The analyzed
research studies do not provide empirically obtained data that
could form a concrete comprehensive theory of IE. Research
in the field of IE is too fragmented and lacks a theoretical basis
to frame the topic.
The studies we analyze clearly show that inclusion is almost
always a phenomenon that is perceived as beneficial and
important for the future of education (Alborno, 2017), for
the preservation and development of social justice (Hawkins,
2014; Wymer and Rundle-Thiele, 2017), as well as the effective
overall functioning of school systems (Christensen et al., 2007;
Ghosh and Galczynski, 2014). Regardless of whether inclusion
concerns people with disabilities or other social groups, it is
clear that a plan to overcome the four basic types of barriers
1 IE as "Education for AH" involves not only the placement of pupils with special educational needs in the local school but also the conditions of
social life in the school community as well as teaching and learning in the school. Inclusion then concerns how teaching is organized, the activities of teachers
and students (support, involvement and participation) and the benefits of such teaching and learning (Haug, 2003).
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mentioned above will require new tools for change as well as
functional inclusive measures. Based on our review, we can
recommend that the following steps be implemented:
It is essential to provide effective and systematic training
as well as material assistance for teachers as well as
teaching assistants.
Itis necessary to devote attention notonly to proclamatory
documents but also to the support of specific school
practices in terms of material, methodological and
organizational functions.
Despite the institution of various systemic measures,
the quality of the teacher and the need for care for the
individual pupil in a specific environment must still take
top priority, which requires the preventive support of
quality prosocial relationships among all actors in the
educational process.
It is necessary to support not only teachers but also all
other actors in education towards specific pro-inclusive
measures.
Regular dialogue must take place among all professions
involved in the process of inclusion in the school to
ensure maximum cooperation. Individual actors should
not feel that they are in competition with or against each
other but should strive to create an environment that
generates cooperation opportunities.
It is essential to conduct long-term and systematic
research in order to understand both barriers to IE as
well as positive examples of inclusion in practice. The
fact that there is no empirically-based unified theory
of barriers to inclusion in the school environment
significantly complicates the coordination and
effectiveness of individual measures and interventions.
It is necessary to institutionalize research in thefieldof
inclusion in order not only to monitor the overall quality
of educationpoliciesbutalso to evaluate the effectiveness
and efficacy of individual approaches and support
programs as well as to communicate that information at
the international, national and institutional level.
CONCLUSION
In our review study, we have attempted to collect and compare
findings on barriers to IE as well as other related issues. Equal
and quality education should thus be guaranteed by the school
system, which should facilitate the maximization of the full
potential of all (Gordon, 2013).
In all the analyzed texts, we have found the general concurrence
that inclusion is both supported in legislation (UNESCO, 1994:
Alborno, 2017), and that teachers perceive it as something
they should engage in. At the same time, however, the texts
we reviewed articulate the view that schools and teachers do
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This article was researched and written with funding support
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126 1 Printed ISSN Electronic ISSN
2336-2375 1803-1617
ERIES Journal
volume 15 issue 2
Article Title Authors Journal Title Theme
Empirical/
Theoretical
Sample Methods Research location
The Role of InterProfessional
Collaboration
in Developing Inclusive
Education: Experiences of
Teachers and Occupational
Therapists in Slovenia
Lea Sue, Boris
Bukovec &
Damir Karpljuk
International
Journal of
Inclusive
Education
Interdisciplinary cooperation
of teachers and occupational
therapists as a prerequisite for
inclusion.
qualitative study 9 therapists; 36 teachers focus group, interviews Slovenia
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Descriptive analysis of
School Inclusion Through the
Index for Inclusion
Sergio Sanchez
, Henar
Rordriguez
& y Marta
Sandoval
Psychology, Index of the development
Society, & of inclusion in learning and
Education cooperation in schools.
qualitative study 430 teachers; 112 schools questionnaire Spain
The "Yes ... But" Dilemma: Nadera Emran British Journal What is the current status of multiple case semi-structured interviews, United Arab Emirates
Implementing Inclusive Alborno of Special the program "school for all" studies observations, worksheets, individual
Education in Emirati Primary Education what barriers does this inclusive educational plans, lesson plans,
Schools approach face? flyers for school events
Rethinking Norms and Qu Xiao Journal of Possible causes of the qualitative study 37 teachers semi-structured interviews China
Collectivism in China's Research interpretation by teachers of
Inclusive Education - Moving in Special inclusion as merely physical
Teachers' Understanding Educational integration to offer a deeper
Beyond Integration Needs understanding of how to
advance inclusive education.
Primary School Playgrounds Sithembile Education The aim was to analyze the role qualitative study 2 school playgrounds unstructured interactive interviews Australia
as Spaces of Inclusion/ Ndhlovu & of playgrounds in the process of
Exclusion in New South Valeria Varea integration and inclusion.
Wales, Australia
Inclusions and Exclusions Susie Miles, Jo Social Inclusion Exploration of the current qualitative study 15 teachers in-depth interviews + observations Tanzania
in Rural Tanzanian Primary Westbrook & international policy context of videos of lessons
Schools: Material Barriers, Alison Croft of inclusive education and its
Teacher Agency and implementation by ordinary
Disability Equality primary school
teachers in mainstream schools
in Tanzania.
The Professional Pauline Kerins European This research examines the quantitative 50 post-primary schools; 2 self-completion questionnaires: Ireland
Development Needs of etal. Journal of professional development (CPD) survey design process of stratified random (principal questionnaire, special
Special Needs Assistants in Special Needs needs of special need assistant sampling. 109 respondents, needs assistant questionnaire), SPSS;
Irish Post-Primary Schools Education (SNAs) in Irish post-primary including 90 special need content analysis for a structured
schools. assistant (SNAs) and 19 analysis of data from open-ended
principals. questions.
Pedagogies for Inclusion of Hannah Physical Inclusion of pupils with qualitative study 3 teachers semi-structured interviews, Australia
Junior Primary Students with Overton, Education and disabilities into physical observations
Disabilities in PE Alison Wrench Sport Pedagogy education classes (research
& Rbyne question: What pedagogies do
Garrett teachers draw upon to include
junior primary students with
disabilities in PE?)
The Self-Efficacy of Primary Johanna Educational Perceptions of teachers at qualitative study 6 teachers of 1st level analysis of semi-structured Ireland
Teachers in Supporting the Anglim, Paula Psychology in the 1st level regarding their interviews, interpretative
Inclusion of Children with Prendeville Practice own self-confidence and phenomenological analysis (IPA)
Autism Spectrum Disorder & William advancement in terms of the
Kinsella inclusion of pupils with ASD.
Article Title Authors Journal Title Theme
Empirical /
Theoretical
Sample Methods Research location
Supporting the Socio- Joan Gaynor
Emotional Aspects of Mowat
the Primary-Secondary
Transition for Pupils
with Social, Emotional
and Behavioural Needs:
Affordances and Constraints
Improving The benefits and challenges of qualitative 26 support-group leaders focus group discussions, Likert-type Scotland, UK
Schools the group-work approach used evaluative, scale questionnaire
by pupils with social, emotional, mixed-methods
and behavioral needs (SEBN) in case study
the process of transition from
primary to secondary school.
Soft Barriers' -The Impact
of School Ethos and Culture
on the Inclusion of Students
with Special Educational
Needs in Mainstream
Schools in Ireland
David McKeon Improving
Schools
Examining the impact of school
ethos and the culture of access
to inclusive practices in regular
schools in Ireland.
small-scale
qualitative
research study
34 schools in total: initial initial questionnaire (n = 47), semi- Ireland
questionnaire - principals structured interviews (n = 17)
(n = 19), special education
teachers (n = 19) and
guidance counsellors
(n = 9); semi-structured
interview - principals (n = 5),
teachers (n = 8) and guidance
counsellors (n = 4)
School Participation: The Amy Hodges, Research in School participation of pipuls qualitative 15 parents + 11 educators focus group (n = 4) = aprx. 90 min. Australia
Shared Perspectives of Annette Developmental with Autistic Spectrum Disorder thematic (including teachers, deputy each ( 5 questions for parents; 5
Parents and Joostena, Disabilities in primary schools - the analysis principals and learning questions for pedagogues8)
Educators of Primary School Helen perspectives of parents and support coordinators) all
Students on the Autism Bourke-Taylor teachers with experience with primary
Spectrum & Reinie
Cordiera
school pupils with ASD
Inclusive Education: Why It Ellen Kakhuta International Exploring the perceptions of mixed methods 9 teachers of 1st level + 59 in-depth interview with teachers South Africa
Poses a Dilemma to Some Materechera Journal of selected teachers regarding approach teachers n = 9); questionnaires fillied in by
Teachers Inclusive
Education
inclusive education in regular
elementary schools
(qualitative and
quantitative)
and a
convergent
parallel design
teachers (n = 59)
Federalisation and Education Angela Daly, International Research on changes, qualitative key stakeholders (n = 10): semi-structured interviews Nepal
in Nepal: Sara Parker, Journal of opportunities and barriers study (thematic academics (n = 3), education
Contemporary Reflections Samden Primary, to education in the newly analysis ) leaders in NGOs (n = 4) and
on Working through Change Sherpa &
Umesh Regmi
Elementary
and Early Years
Education
federalized Nepal since 2019. head teachers (n = 3)
Accommodations for the Bephyer Parey International Including children with multiphase Phase 1: Parental 1st phase: one-item interview Trinidad
Inclusion of Children with Journal of disabilities into mainstream mixed methods representatives and with parents, advocates to identify
Disabilities in Regular Inclusive schools in Trinidad. design advocates for each disability. forms of support necessary for
Schools in Trinidad: A Mixed Education Physical: 3 + 1, mental: 2 + 2, children with disabilities; 2nd
Methods Approach intellectual: 5 + 2, sensory:
3 + 2. total: 13 parents + 7
advocates, (interview); Phase
3: questionnaire 142 primary
and 67 secondary schools
(questionnaire) - principals,
advocates, senior teachers
phase: questionnaire creation;
3rd quantitative phase of
questionnaire implementation
(by phone) -142 primary schools,
67 secondary schools (principals,
assistant principals, senior
teachers interviewed teachers);
3rd qualitative phase: interview on
legislation with 2 officials from the
Ministry of Social Development and
Family Services
Challenges of inclusion: a
qualitative study exploring
barriers and pathways
to inclusion of persons
with mental disabilities in
technical and vocational
education and training
programmes in East Africa
Ikenna D. Disability and To research challenges and
Ebuenyi, Rehabilitation support of the inclusion of
Esther S. persons with mental and
Rottenburg, intellectual disabilities in
Joske F. G. technical and vocational
Bunders-Aelen education and training
& Barbara J. programmes in four East African
Regeer countries.
Empirical /
Theoretical
explorative, 10 technical and vocational
qualitative study education and training
(TVET) and disabled persons
organisations (DPO)
coordinators
10 in-depth interviews (6 men
and 4 women) via Skype lasting
45-90 minutes; subsequent focus
group with other participants to
confirm the codes resulting from
the interviews and the interview
analysis.
Research location
Ethiopia, Kenya, Rwanda, Uganda
Teachers' Knowledge Christopher International A study evaluating the qualitative study 60 teachers in a study group mixed quantitative design. South India
about Learning Disabilities Amalraj Journal of effectiveness of the IEC package and in a control group (60 Experimental and control studies.
Regarding Information Vallaba Scientific & on teachers' knowledge of minutes) from 4 schools. Data analyzed using descriptive and
Education Communication Doss, Syed Technology learning disabilities in selected A questionnaire for both inferential statistics - Chi square
(IEC) Package at Selected Mohamed Research schools. IEC = Information, groups was used to obtain test. Student's Paired ttest, Student
Schools, South India Sadath, Education and Communication demographic variables. Unpaired t test and ANOVA.
R.M.Palanivel, package Subsequently the study group
Muhil completed a 30 minute IEC
Sakthivel package, following which both
groups took a post-test.
Learning from High- Lindy Baxter, The Australian What are the factors of case study Indigenous students filled out descriptive statistics and frequency Australia
Attending Urban Indigenous Noel Meyers Journal of indigenous aborigines living an online questionnaire, with of responses to identify the desired
Students: A Case Study Indigenous in the capital city influencing answers showing 40% of them cohorts of students.
Education strong school attendance (over maintain a high attendance
90% attendance) (over 90%). 45 indigenous
aboriginal pupils surveyed
from Melbourne, capital of
Victoria, AUS.
Voices of the Voiceless: Sourav A Special Experiences with the integration qualitative study 6 primary schools, 36 primary focus group (12x). Open coding Botswana
Inclusion of Learners with Mukhopadhyay, Education of pupils with SEN in primary school pupils with SEN and 36 in ATLAS.ti, supercodes created,
Special Education Needs in Boitumelo Journal schools in Botswana. primary school pupils without assembled by all researchers
Botswana Primary Schools Mangope & SEN, discussions in 6 + 6 focus
Fazlur Moorad groups, age of participants
8-14 years
Improving Compliance in Tsuyoshi Journal of Compliance with guidelines qualitative study Two eight-year-old boys classrooms observation; Australia
Primary School Students Imasaka, Behavioral regarding students with autism with a diagnosis of autism consultations with classroom
with Autism Spectrum Pei Ling Lee, Education spectrum disorder. Research spectrum disorder enrolled in teachers; focus on writing, reading,
Disorder Angelika
Anderson,
Angelika
Anderson,
et al.
of the effects of self-control
intervention in two 8-year-old
boys with ASD and attention
deficit hyperactivity disorder.
the general education system,
either in a private or Catholic
school, in 1st or 2nd grade.
counting
Escuchar las Voces del Pilar Arnaiz Multidisciplinary Reporting of elementary school qualitative study questionnaire completed by reliable questionnaire designed by Spain
Alumnado para Construir la Sanchez, Journal of pupils on whether inclusion and 2,649 pupils 9 experts
Inclusion y Remedios Educational equal education for all have a
la Equidad Educativa: De Haro Research role to play and enrich their
Diseno y Validaciön de un Rodriguez, school
Cuestionario (Listening to Salvador
Student Voices to Build Alcaraz Garcia
Inclusion and & Carmen
Educational Equity: The Maria
Design and Validation of a Caballero
Questionnaire) Garcia
Article Title Authors Journal Title Theme
Empirical /
Theoretical
Sample Methods Research location
'Do what you can'. A case
study on Disability and
Physical Education / 'Haz lo
que puedas'. Un estudio de
caso sobre
diversidad funcional y
Educacion Fisica
Daniel
Martos-Garcia
& Javier
Monforte
Agora para
la Educacion
Fisica y el
Deporte (Agora
for Physical
Education and
Sport)
Life story of a wheelchair
(congenital myopathy) sports
graduate. Path of studies
and perception across the
study years in primary school,
secondary school, university);
very pro-inclusive, promoting
inclusion and warning against
fear of it based on this case.
qualitative study 4 narrative in-depth interviews
with one respondent (each a
total 120 minutes; years 2006,
2010, 2016)
narrative analysis; semi-structured
interviews
Spain
Time, Expertise and
Status: Barriers Faced by
Mainstream Primary School
SENCos in the Pursuit of
Providing Effective Provision
for Children with SEND
Mia D. Smith
& Karen
Broom head
Support for
Learning
Barriers in the work of special
pedagogues at primary schools.
qualitative study 15 special needs pedagogues IPA, semi-structured interviews
Teaching Mathematics to
Lower Attainers: Dilemmas
and Discourses
Julie Alderton
&Sue Gifford
Research in
Mathematics
Education
Teaching mathematics to weaker
students.
qualitative study 3 teachers observations, unstructured
interviews
United Kinj'dorn
Wilderness Schooling:
A Controlled Trial of the
Impact of an Outdoor
Education Programme on
Attainment Outcomes in
Primary School Pupils
Toby Quibell,
Jeanne
Charlton &
James Law
British
Educational
Research Journal
Educational impact of a
curriculum based outdoor
educational program.
qualitative study 440 pupils testing United Kin{jdom
Students with Autism
Transitioning from Primary
to Secondary Schools:
Parents' Perspectives and
Experiences
Michelle Tso &
Iva Strnadova
International
Journal of
Inclusive
Education
Inclusion of children with autism
transferring from primary to
secondary school.
qualitative study 15 parents; 12 pupils interviews Australia
Being a Deaf and a Teacher: Teketel Agafari International Communication and experience qualitative study 7 teachers semi-structured interviews, Ethiopia
Exploring the Experiences Hankebo Journal of in teaching deaf and perception observations
of Deaf Teachers in Inclusive Instruction of teachers in the inclusive
Classrooms classroom. Communication and
interaction of deaf teachers with
conventional pupils.