Date Presented 3/31/2017
This scoping review synthesizes the available evidence on typically developing students’ perspectives about social inclusion in mainstream schools and recommends classroom inclusion strategies based on these perspectives.
Primary Author and Speaker: Brydne Edwards
Contributing Authors: Debra Cameron, Gillian King, Amy McPherson
PURPOSE: Research exploring whether inclusive education is enhancing social inclusion has yielded inconsistent results. Despite the importance of typically developing students’ (TDS) perspectives in promoting successful social inclusion strategies in the classroom, their perspectives are not well represented in the literature. The main purpose of this study was to summarize typically developing students’ perspectives of social inclusion in mainstream classrooms using Koster, Nakken, Pijl, and van Houten’s (2009) framework related to students with physical disabilities (SWPD). The secondary objective of this review was to identify factors impacting social inclusion in mainstream classrooms based on the perspective of typically developing students.
DESIGN AND METHOD: This study followed Arksey and O’Malley’s (2005) scoping review methodology. This scoping review included studies published between 2005 and 2016 that met several key inclusion criteria. For example, studies must have explored, evaluated, or described TDS attitudes toward, opinions about, or perceptions of SWPD and/or their relationships with SWPD. The students must have been attending a school described as inclusive or mainstream. Five databases were searched, and 6,229 articles were screened for eligibility. Interrater reliability was established and consensus was reached at each stage of screening, including title, abstract, and full-text screening.
RESULTS: Ten articles met the eligibility criteria and were included in this review. Results were categorized using Koster et al.’s (2009) framework of peer-related social inclusion components: friendships, interactions, perceptions, and acceptance. Students with physical disabilities continue to be socially excluded, as peers reported reduced interaction, lower acceptance, and less willingness to befriend their peers with a physical disability. Main factors impacting these perspectives included similarity in interests and hobbies, social pressure, knowledge of disability, and task demands.
CONCLUSION: The results of this scoping review suggest that drawing on qualitative methods may enable researchers to explore and evaluate multiple social inclusion components simultaneously (e.g., friendship, peer acceptance). This study also suggests that there are many modifiable environmental factors that could be targets for change in mainstream classrooms. Based on studies exploring the perspectives of typically developing students, there are multiple, simple strategies that occupational therapists can recommend to education staff working in classroom settings that may help to facilitate children’s participation and inclusion in school.
References
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8, 19–32. https://doi.org/10.1080/1364557032000119616
Koster, M., Nakken, H., Pijl, S. J., & van Houten, E. J. (2009). Being part of the peer group: A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13, 117–140. https://doi.org/10.1080/13603110701284680
