Inclusive Schooling in Southeast Asian Countries: A Scoping Review of the Literature

Autor/inn/en	Hosshan, H.; Stancliffe, R. J.; Villeneuve, M.; Bonati, M. L.
Titel	Inclusive Schooling in Southeast Asian Countries: A Scoping Review of the Literature
Quelle	In: Asia Pacific Education Review, 21 (2020) 1, S.99-119 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hosshan, H.) ORCID (Stancliffe, R. J.) ORCID (Villeneuve, M.) ORCID (Bonati, M. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-019-09613-0
Schlagwörter	Foreign Countries; Inclusion; Program Implementation; Geographic Regions; Developing Nations; Teacher Education; Educational Resources; Educational Finance; Leadership; Curriculum; Educational Policy; Cooperation; Educational Practices; Educational Environment; Professional Development; Participative Decision Making; Asia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Developing country; Developing countries; Entwicklungsland; Lehrerausbildung; Lehrerbildung; Bildungsmittel; Bildungsfonds; Führung; Führungsposition; Curricula; Lehrplan; Rahmenplan; Politics of education; Bildungspolitik; Co-operation; Kooperation; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Asien
Abstract	Most of the Southeast Asian region is comprised of developing countries. This region has a short history of inclusive education implementation and differs from developed countries' more mature inclusive education systems. This review reveals how inclusive schooling has been implemented in Southeast Asian countries and the current practices in the region. We used scoping review methodology to examine peer-reviewed literature published between January 1994 and January 2017 on inclusive schooling in the Southeast Asian countries. The inputs-processes-outcomes (IPO) model was used to group and describe the extant research. Thirty-eight articles were identified that contributed to region of Southeast Asia inclusive education research. The majority (n = 29, 76%) were published after 2010. The articles were organised by IPO stage: Inputs stage (staff professional and teacher education, resources and finances, leadership, curriculum and policy); Processes stage (collaboration and shared responsibility, school practice, classroom practice and climate) and Outcomes stage (participation). The elements of staff professional and teacher education, and collaboration and shared responsibility were most frequently featured in the literature of the inputs and processes stages. Research information about the outcomes stage of inclusive schooling was sparse. The inclusive education literature from the region is still emerging. A greater focus on outcomes is recommended in future research and practice. Having outcome data will enable evaluation of the quality and effectiveness of inclusive education. If evaluation reveals problems, then aspects of the inputs and processes stages may need to be improved to achieve better outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01