Parent Perspectives on Inclusive Education for Students with Intellectual Disability: A Scoping Review of the Literature

Autor/inn/en	Shurr, Jordan; Minuk, Alexandra; Holmqvist, Mona; Östlund, Daniel; Ghaith, Nehal; Reed, Brenda
Titel	Parent Perspectives on Inclusive Education for Students with Intellectual Disability: A Scoping Review of the Literature
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 5, S.633-643 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shurr, Jordan) ORCID (Holmqvist, Mona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2021.2003612
Schlagwörter	Inclusion; Parent Attitudes; Students with Disabilities; Intellectual Disability; Educational Research; Research Methodology; Research Design; Journal Articles; Geographic Location; Elementary Secondary Education; Postsecondary Education + Suchen Sie Ihr Suchwort? Inklusion; Elternverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Forschungsdesign; Journal article; Zeitschriftenaufsatz; Post-secondary education; Tertiäre Bildung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01