International Perspectives and Trends in Research on Inclusive Education: A Systematic Review

Autor/inn/en	Amor, Antonio M.; Hagiwara, Mayumi; Shogren, Karrie A.; Thompson, James R.; Verdugo, Miguel Ángel; Burke, Kathryn M.; Aguayo, Virginia
Titel	International Perspectives and Trends in Research on Inclusive Education: A Systematic Review
Quelle	In: International Journal of Inclusive Education, 23 (2019) 12, S.1277-1295 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amor, Antonio M.) ORCID (Aguayo, Virginia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1445304
Schlagwörter	Educational Trends; Global Approach; Special Education; Inclusion; Students with Disabilities; Special Needs Students; Educational Research; Journal Articles; Literature Reviews; English; Spanish; Foreign Countries; United States; Australia; United Kingdom; Canada; Netherlands; Spain; Greece; Cyprus; Hong Kong; India; Jordan; Israel; Turkey; Nigeria; Sweden; Portugal; Hungary; Belgium; Romania; Norway; Virgin Islands; Indonesia; Chile; Mexico; Costa Rica + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Globales Denken; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Bildungsforschung; Pädagogische Forschung; Journal article; Zeitschriftenaufsatz; English language; Englisch; Spanisch; Ausland; USA; Australien; Großbritannien; Kanada; Niederlande; Spanien; Griechenland; Zypern; Hongkong; Indien; Türkei; Schweden; Ungarn; Belgien; Rumänien; Norwegen; Jungferninseln; Indonesien; Mexiko
Abstract	Inclusive education of students with disabilities in general education contexts has been a global movement for at least 30 years. We completed a systematic review of articles published in English- and Spanish-language peer-reviewed journals to obtain an international perspective on the status of inclusive education research and practice regarding students with disabilities, as reflected in the literature from 2002 through 2016. Our literature search, which involved two parallel searches to compare and contrast articles published in the English and Spanish professional literature, yielded 2380 articles which were categorised into seven categories: theory, descriptive, attitudinal, literature review, intervention, and non-inclusive. For both the English and Spanish literature, the most two common article types were theory and descriptive. The number of intervention articles, with findings on the efficacy of interventions to promote inclusive practices, was drastically lower in the Spanish literature. Implications for advancing future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01