Who is in focus? A scoping review of themes and consistency in
inclusive education for all

J 2025

Who is in focus? A scoping review of themes and consistency in inclusive education for all

NAVRÁTILOVÁ, Jana; Petr SVOJANOVSKÝ; Jana OBROVSKÁ; Jana KRATOCHVÍLOVÁ; Kateřina LOJDOVÁ et al.

Základní údaje

Originální název

Who is in focus? A scoping review of themes and consistency in inclusive education for all

Autoři

NAVRÁTILOVÁ, Jana; Petr SVOJANOVSKÝ; Jana OBROVSKÁ; Jana KRATOCHVÍLOVÁ; Kateřina LOJDOVÁ a Lukáš PLCH

Vydání

European Journal of Special Needs Education, Londýn, Taylor & Francis, 2025, 0885-6257

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 1.600 v roce 2024

Označené pro přenos do RIV

Ano

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

Inclusive education for all; values; practices; school development; consistency; scoping review

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 19. 11. 2025 09:45, Mgr. Daniela Marcollová

Anotace

V originále

This review addresses the current knowledge on inclusive education suggesting that many studies focus on predetermined groups of disadvantaged learners . This review aims 1) to map the research on inclusive education for all (IEFA) and 2) to assess the consistency of studies in their approach to inclusive education (IE), research methodology and research results/discussions regarding the concept of IEFA. The analysis of 26 studies (out of 2,780 original datasets) revealed two main results: First, they represent three overarching themes of inclusion – values, practices and school development. They illustrate that beliefs about inclusive education and beliefs about practices are not always aligned. Second, the review highlights the challenges researchers face in describing a student population that includes representatives with diverse needs. While some researchers aim to describe students in detail, they often end up focusing only on those with common characteristics, usually disability. Consequently, the sample sections do not reflect the actual diversity of students addressed by IEFA. Only 46% of the studies are consistent in their approach, meaning, they conceptualise the broader concept of inclusion in theoretical approach, focus on it in methodology and interpret it in the results/discussions.

Návaznosti

GA23-04764S, projekt VaV

Název: Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Investor: Grantová agentura ČR, Adresování individuálních vzdělávacích potřeb všech žáků: Etnografie tříd na druhém stupni základních škol

Citovat

NAVRÁTILOVÁ, Jana; Petr SVOJANOVSKÝ; Jana OBROVSKÁ; Jana KRATOCHVÍLOVÁ; Kateřina LOJDOVÁ a Lukáš PLCH. Who is in focus? A scoping review of themes and consistency in inclusive education for all. European Journal of Special Needs Education. Londýn: Taylor & Francis, 2025, roč. 40, č. 4, s. 654-671. ISSN 0885-6257. Dostupné z: https://doi.org/10.1080/08856257.2024.2410570.

@article{2447962,
   author = {Navrátilová, Jana and Svojanovský, Petr and Obrovská, Jana and KRATOCHVÍLOVÁ, Jana and Lojdová, Kateřina and Plch, Lukáš},
   article_location = {Londýn},
   article_number = {4},
   doi = {https://doi.org/10.1080/08856257.2024.2410570},
   keywords = {Inclusive education for all; values; practices; school development; consistency; scoping review},
   language = {eng},
   issn = {0885-6257},
   journal = {European Journal of Special Needs Education},
   title = {Who is in focus? A scoping review of themes and consistency in inclusive education for all},
   url = {https://www.tandfonline.com/doi/full/10.1080/08856257.2024.2410570?scroll=top&needAccess=true},
   volume = {40},
   year = {2025}
}

TY  - JOUR
ID  - 2447962
AU  - Navrátilová, Jana - Svojanovský, Petr - Obrovská, Jana - KRATOCHVÍLOVÁ, Jana - Lojdová, Kateřina - Plch, Lukáš
PY  - 2025
TI  - Who is in focus? A scoping review of themes and consistency in inclusive education for all
JF  - European Journal of Special Needs Education
VL  - 40
IS  - 4
SP  - 654-671
EP  - 654-671
PB  - Taylor & Francis
SN  - 08856257
KW  - Inclusive education for all
KW  - values
KW  - practices
KW  - school development
KW  - consistency
KW  - scoping review
UR  - https://www.tandfonline.com/doi/full/10.1080/08856257.2024.2410570?scroll=top&needAccess=true
N2  - This review addresses the current knowledge on inclusive education suggesting that many studies focus on predetermined groups of disadvantaged learners . This review aims 1) to map the research on inclusive education for all (IEFA) and 2) to assess the consistency of studies in their approach to inclusive education (IE), research methodology and research results/discussions regarding the concept of IEFA. The analysis of 26 studies (out of 2,780 original datasets) revealed two main results: First, they represent three overarching themes of inclusion – values, practices and school development. They illustrate that beliefs about inclusive education and beliefs about practices are not always aligned. Second, the review highlights the challenges researchers face in describing a student population that includes representatives with diverse needs. While some researchers aim to describe students in detail, they often end up focusing only on those with common characteristics, usually disability. Consequently, the sample sections do not reflect the actual diversity of students addressed by IEFA. Only 46% of the studies are consistent in their approach, meaning, they conceptualise the broader concept of inclusion in theoretical approach, focus on it in methodology and interpret it in the results/discussions.
ER  -

NAVRÁTILOVÁ, Jana; Petr SVOJANOVSKÝ; Jana OBROVSKÁ; Jana KRATOCHVÍLOVÁ; Kateřina LOJDOVÁ a Lukáš PLCH. Who is in focus? A scoping review of themes and consistency in inclusive education for all. \textit{European Journal of Special Needs Education}. Londýn: Taylor \&{} Francis, 2025, roč.~40, č.~4, s.~654-671. ISSN~0885-6257. Dostupné z: https://doi.org/10.1080/08856257.2024.2410570.

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