Serrano Fernández Laura, Viguera Monje Manuel
Universidad Francisco de Vitoria, Spain.
Universidad Pontificia de Comillas, Spain.
J Intellect Disabil. 2024 Apr 4:17446295241246035. doi: 10.1177/17446295241246035.
Inclusive education remains a challenge to be embraced by the national educational system, and this challenge becomes even more pronounced when considering the access and participation of young individuals with intellectual disabilities (ID) in higher education. The present systematic review aims to delve into the scientific literature addressing the theme of the presence of students with ID in Spanish university classrooms. To achieve this, a thorough examination of 34 scientific articles published between 2012 and 2022 was conducted across the databases of Dialnet, RedALyC, SCOPUS, Web of Science, and Google Scholar. Through the analysis of the selected studies, a research trend regarding the inclusion of students with ID in Spanish universities is identified, and the results are summarized. These results indicate a disparity between the increasing response of Spanish universities to students with ID and the limited production of scientific literature on the subject. The review concludes by emphasizing the need to promote high-quality inclusive research processes within the university environment, with a focus on accessibility and equal opportunities for young individuals with ID in higher education.
全纳教育仍然是国家教育系统有待接受的一项挑战，而当考虑到智障青年接受高等教育的机会和参与情况时，这一挑战就变得更加突出。本系统综述旨在深入研究探讨西班牙大学课堂中智障学生情况这一主题的科学文献。为此，对2012年至2022年间发表在Dialnet、RedALyC、SCOPUS、科学引文索引和谷歌学术等数据库中的34篇科学文章进行了全面审查。通过对所选研究的分析，确定了西班牙大学接纳智障学生的研究趋势，并对结果进行了总结。这些结果表明，西班牙大学对智障学生的反应日益增加，但关于该主题的科学文献产出有限，两者之间存在差距。综述最后强调，有必要在大学环境中推动高质量的全纳研究进程，重点关注智障青年在高等教育中的无障碍环境和平等机会。
