School of Rehabilitation Therapy, Queen's University , Kingston , ON , Canada.
Disabil Rehabil. 2019 Oct;41(21):2578-2595. doi: 10.1080/09638288.2018.1465132. Epub 2018 Apr 25.
To advance understanding of practices that support inclusion of children with intellectual and developmental disabilities in inclusive education classrooms in Africa by conducting a review of the extant literature. Five academic databases were searched supplemented by a hand search of key journals and references of included studies. Two authors independently screened studies via a reference manager (Covidence) which allowed for blinding. A third author was consulted in cases of conflict. Thirty articles that provided empirical evidence of inclusive education implementation were included. Eight articles highlighted practices that support inclusion of children with intellectual and developmental disabilities. Using Bronfenbrenner's bioecological framework, findings revealed that inclusive education implementation is influenced by factors on the bio level, micro level, meso level, and macro level. Recommendations for promoting inclusive education implementation are provided. Inclusion goes beyond teachers and requires strong commitment of other stakeholders such as families and governments. To guarantee the smooth inclusion of children with special education needs and particularly with intellectual and developmental disabilities, a set of practices validated through rigorous research as supportive and unique and that can be universal to Africa is wise. Implications for rehabilitation A number of strategies were identified that can improve the classroom inclusion of children with intellectual and developmental disabilities. Development of policies that support such strategies could improve implementation. Inclusion goes beyond teachers. Rehabilitation professionals (i.e. occupational therapists) and educational professionals should partner to identify practical solutions to the challenges of creating inclusive environments for children with special education needs. Committing more resources and time towards the development and implementation of special education policies can advance the successful inclusion of children with special education needs.
为了深入了解在非洲支持将智障和发展障碍儿童纳入融合教育课堂的实践，我们对现有文献进行了回顾。我们检索了五个学术数据库，并对手头的主要期刊和纳入研究的参考文献进行了人工搜索。两位作者通过参考管理器（Covidence）独立筛选研究，这使得他们可以进行盲选。在出现分歧的情况下，我们会咨询第三位作者。最终，我们纳入了 30 篇提供融合教育实施实证证据的文章。其中 8 篇文章强调了支持智障和发展障碍儿童融入的实践。利用布朗芬布伦纳的生物生态框架，研究结果表明，融合教育的实施受到生物层面、微观层面、中观层面和宏观层面因素的影响。我们提出了促进融合教育实施的建议。融合教育不仅需要教师，还需要包括家庭和政府在内的其他利益相关者的大力支持。为了保证有特殊教育需求的儿童，尤其是智障和发展障碍儿童的顺利融入，明智的做法是制定一套经过严格研究验证的、具有支持性和独特性且可以在非洲普遍适用的实践方法。对康复的启示我们确定了一些可以提高智障儿童课堂融合度的策略。制定支持这些策略的政策可以改善实施情况。融合教育不仅需要教师，还需要包括康复专业人员（如职业治疗师）和教育专业人员在内的多方合作，共同寻找切实可行的解决方案，为有特殊教育需求的儿童创造融合环境。投入更多的资源和时间来制定和实施特殊教育政策，可以推进有特殊教育需求的儿童成功融入。
