2022/11/23 by Serap Keles, Serap Keleş, Dieuwer ten Braak +1
Psychology · Social Sciences · #Collaborative Teaching and Inclusion #Disability Education and Employment #Family and Disability Support Research
paper · doi:10.1080/00313831.2022.2148277
crossref issued 2022/11/23 · crossref published 2022/11/23 · crossref published-online 2022/11/23 · openalex publication_date 2022/11/23 · crossref created 2022/11/24 · crossref deposited 2024/02/29 · crossref published-print 2024/04/15 · openalex created_date 2025/10/10 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/31
In this systematic scoping review, research on the inclusion of students with special education needs (SEN) in Nordic countries was reviewed to describe the scope and types of empirical research, identify the practices and approaches on the inclusion of students with SEN, and conceptually map how particular concepts (i.e., inclusion, SEN) are referred to by the authors of each study in the empirical literature. Based on a comprehensive literature search of relevant peer-reviewed articles and book chapters in three databases, 135 studies were selected as eligible in line with the a priori defined inclusion criteria. Results highlight that there still is a need to clarify perspectives on inclusion and on who needs support, and quantitative and mixed-method studies on actual practices and student outcomes including students’ perspectives are needed.