https://orcid.org/0000-0002-1174-0667
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ABSTRACT
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.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 An extensive systematic presentation of the inclusive policies in the Nordic countries is outside the scope of this study. Readers are referred to other studies for more country-specific information (e.g., Arnesen & Lundahl, Citation2006; Engsig, Citation2016; Halinen & Järvinen, Citation2008; Jónsson, Citation2016; Magnússon et al., Citation2019).
2 The proxy indicators for inclusion in mainstream groups/classes vary slightly from country to country (see https://www.european-agency.org/data/data-tables-background-information).
3 The educational context and content of ECEC varies greatly between countries and is in many countries quite different from the context of formal schooling. We therefore regarded it as not as useful to merge results from the two educational systems and think that inclusion in ECEC would be better studied in a separate review.
4 The list of the included studies as well as the detailed overview of the included studies can be requested from the first author.
5 Even though the context of SE schools is contrary to inclusive education concept, these studies included samples from SE schools sharing the same surrounding with a mainstream school (e.g., sharing the playground).
6 Due to the large number of included studies, study-based information cannot be provided within the manuscript limits, however, can be provided upon request, by contacting the first author.