The Experiences of Students with Physical Disabilities in Inclusive Education: A Qualitative Systematic Review
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F25%3A73634333" target="_blank" >RIV/61989592:15410/25:73634333 - isvavai.cz</a>
Result on the web
<a href="https://www.sciencedirect.com/science/article/pii/S1747938X25000521" target="_blank" >https://www.sciencedirect.com/science/article/pii/S1747938X25000521</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.edurev.2025.100715" target="_blank" >10.1016/j.edurev.2025.100715</a>
Alternative languages
Result language
angličtina
Original language name
The Experiences of Students with Physical Disabilities in Inclusive Education: A Qualitative Systematic Review
Original language description
Physical disabilities can impact a person's education. The first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. The objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive education. This review was conducted according to the JBI methodology for qualitative systematic reviews. Data were extracted from qualitative studies concerning the experiences of students with physical disabilities, aged 6-20, educated in primary or secondary schools, worldwide. From 5326 initial records, 19 relevant studies were included and critically assessed by two independent reviewers. Eighty-seven themes were classified into 9 categories and further pooled into three synthesized statements. Despite being educated in mainstream settings, students with physical disabilities convey challenges in their day-to-day living and with accessibility and participation in school. These challenges may affect their self-perception, their educational progression and their goals and choices for the future. However, barriers in mainstream settings may be overcome through accommodations of curriculum design, providing appropriate supports and including students with PD's voice(s) in decision-making. Practices and policies that encourage a sense of belonging and enable meaningful participation for students with PD may enhance their experiences of inclusiveness.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50302 - Education, special (to gifted persons, those with learning disabilities)
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Educational Research Review
ISSN
1747-938X
e-ISSN
1878-0385
Volume of the periodical
49
Issue of the periodical within the volume
12 August 2025
Country of publishing house
GB - UNITED KINGDOM
Number of pages
17
Pages from-to
1-17
UT code for WoS article
001566857000001
EID of the result in the Scopus database
2-s2.0-105014992217