Literaturnachweis - Detailanzeige
Autor/inn/en | Hernández-Torrano, Daniel; Somerton, Michelle; Helmer, Janet |
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Titel | Mapping Research on Inclusive Education since Salamanca Statement: A Bibliometric Review of the Literature over 25 Years |
Quelle | In: International Journal of Inclusive Education, 26 (2022) 9, S.893-912 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hernández-Torrano, Daniel) ORCID (Somerton, Michelle) ORCID (Helmer, Janet) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3116 |
DOI | 10.1080/13603116.2020.1747555 |
Schlagwörter | Inclusion; Educational Research; Educational Policy; Educational Trends; Global Approach; Cooperation; Special Education; Accessibility (for Disabled); Higher Education; Preservice Teacher Education; Preservice Teachers; Professional Development; Educational Practices; Bibliometrics; Students with Disabilities Inklusion; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Bildungsentwicklung; Globales Denken; Co-operation; Kooperation; Special needs education; Sonderpädagogik; Sonderschulwesen; Accessibility; Zugänglichkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Bibliometrie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung |
Abstract | The purpose of this study is to map the research literature on inclusive education (IE) since the Salamanca Statement using metadata extracted from 7,084 Scopus-indexed publications over the last 25 years in terms of the growth trajectory, productivity, collaborative networks, and intellectual structure of the field. Main findings of the study are: (1) the academic interest on IE has risen from the Salamanca Statement to date; (2) IE research is a global phenomenon and is produced in most countries around the world, although the bulk of research is still published by a small number of authors and countries; (3) there is a noteworthy level of scientific collaboration in the field, with numerous consolidated research groups and robust research collaborations between countries; (4) four schools of thought define the intellectual structure of IE research: system and structures, special education, accessibility and participation, and critical research; (5) four general themes have been addressed in the literature over the last 25 years: IE in higher education settings, pre-service teacher education and their attitudes towards IE, teaching for inclusion and in-service professional development on IE, and practices and principles of IE. Findings are discussed and implications for the development of the field are presented. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |