The Experiences of Students with Physical Disabilities in Inclusive Education: A Qualitative Systematic Review

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

The Experiences of Students with Physical Disabilities in Inclusive Education: A Qualitative Systematic Review

Popis výsledku v původním jazyce

Physical disabilities can impact a person&apos;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&apos;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.

Název v anglickém jazyce

The Experiences of Students with Physical Disabilities in Inclusive Education: A Qualitative Systematic Review

Popis výsledku anglicky

Physical disabilities can impact a person&apos;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&apos;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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Educational Research Review

ISSN

1747-938X

e-ISSN

1878-0385

Svazek periodika

49

Číslo periodika v rámci svazku

12 August 2025

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

17

Strana od-do

1-17

Kód UT WoS článku

001566857000001

EID výsledku v databázi Scopus

2-s2.0-105014992217