Document Type : Original Article
Authors
1
Educational management and planning, Faculty of Psychology and Educational Sciences, University of Tehran. Tehran. Iran
2
Assistant Professor, Department of Management and Educational Planning, Faculty of Psychology and Educational Sciences, University of Tehran. Tehran Iran
3
Distinguished Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran. Tehran, Iran
4
Associate Professor, Department of Management and Educational Planning, Faculty of Psychology and Educational Sciences, University of Tehran. Tehran Iran
5
Education group, imam sadiq university, Tehran, Iran
Abstract
Introduction and Objective: Basically, inclusive education is a transformation. This means that it is a changing paradigm for educating children with special needs. In recent decades, despite the emphasis on the importance of inclusive education, studies of inclusive education of exceptional students have received less attention in the education system. The aim of the present study is to identify and present a systematic framework of the factors and components of inclusive education in schools.
Method: In this study, a qualitative method and a systematic review of the meta-synthesis type were used. In order to achieve the aim of the article, the research that has been conducted so far in the field of inclusive education of students with special needs was searched and reviewed, and in the mentioned path, the seven-step method of Barroso and Sandelowski was used. In this regard, using keywords related to children with special needs, inclusive education, and components and factors of inclusive education, a search was conducted in internal databases between 2004 and 2024 and in external databases between 2005 and 2024. From (1552) primary sources found, 45 final sources were obtained by screening primary sources. In total, the sources analyzed were based on the criteria for selecting documents, aligning the title, abstract, and content with inclusive education in education. Findings: By examining the final selected sources, initially (256) primary concepts were extracted from the articles studied, and after several sessions of reviewing the primary concepts and categorizing them, (32) primary themes were finally obtained from the primary concepts. Then, through the secondary coding process, the effective factors in inclusive education of students with special needs were finally summarized in the form of (11) secondary themes. To calculate the reliability of the meta-analysis, the kappa coefficient was used, which was calculated using SPSS software with a significant number of 0.01 and an index value of 0.82, which indicates good and appropriate reliability. Also, to examine the validity of the research, the findings were provided to five experts and interpreters of qualitative research, who confirmed the qualitative results after reviewing the study process. Based on the research findings, the effective factors were identified in two main dimensions: intra-school factors and extra-school factors, each of which includes sub-components in the intra-school dimension (human resources, financial resources, cultural resources, physical resources, school welfare and well-being and curriculum); and the extra-school dimension (family, society, educational system, economic resources, and teacher training (Faranghian University)).
Conclusion: Inclusive education is based on the consideration of the rights of all human beings to equally benefit from the facilities of society, an approach that considers abilities and needs as natural categories and gives society the opportunity to respond, in a way that leads to the growth of the whole society and gives importance and value to each of its members. Identifying the factors of inclusive education and its correct and effective implementation ensures the self-esteem, dignity and self-reliance of exceptional students and facilitates their active participation in society.
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