Shurr Jordan, Minuk Alexandra, Holmqvist Mona, Östlund Daniel, Ghaith Nehal, Reed Brenda
Faculty of Education, Queen's University, Kingston, Canada.
Educational Sciences, Malmö University, Malmö, Sweden.
Int J Dev Disabil. 2021 Nov 16;69(5):633-643. doi: 10.1080/20473869.2021.2003612. eCollection 2023.
The aim of this study was to collect and analyze research on inclusive education from the perspective of parents of students with intellectual disability (ID). The review examined characteristics and trends related to geographical origin of research, design, data collection, publication source and year, source of data, age of individuals with ID, and research focus. The initial database search produced a total of 2,540 non-duplicated articles published between 1994 and 2019. In total, 63 articles were included from the initial search and a subsequent ancestry search. The results show a significant increase in publication on the topic in the final one-tenth of the review time parameter, suggesting a continued upward trend. The majority of articles were qualitative in design, used interviews and surveys to collect data, and focus on the perspectives and beliefs of parents on inclusive education. Gaps in the existing set of research included a lack of family perspectives beyond that of mothers (e.g. father, grandparent) and a limited focus beyond perspectives and beliefs, to that of parent experiences of inclusive education.
本研究的目的是从智障学生家长的角度收集和分析关于全纳教育的研究。该综述考察了与研究的地理来源、设计、数据收集、出版来源和年份、数据来源、智障人士的年龄以及研究重点相关的特征和趋势。最初的数据库搜索共产生了1994年至2019年间发表的2540篇不重复文章。从最初的搜索以及随后的追溯搜索中总共纳入了63篇文章。结果显示，在综述时间参数的最后十分之一时间里，该主题的出版物数量显著增加，表明呈持续上升趋势。大多数文章在设计上是定性的，使用访谈和调查来收集数据，并侧重于家长对全纳教育的观点和信念。现有研究的差距包括缺乏除母亲之外的其他家庭视角（如父亲、祖父母），并且除了观点和信念之外，对家长的全纳教育经历的关注有限。
