ABSTRACT

The purpose of this systematic review was to investigate the learning, social, and psychological outcomes of students with moderate, severe, and complex disabilities (MSCD) in inclusive settings. The review discusses barriers to conducting rigorous research in this field. Whilst an initial literature search located 1,338 records, only 18 were finally included due to the eligibility criteria. Studies were placed in categories based on the topics investigated. Regarding learning outcomes of students with MSCD, findings were moderately in favour of school inclusion for both academic achievement and adaptive skills. Regarding social outcomes, results showed that inclusive settings offer more access to instructional time and peer interaction, although they reported marginalisation during class activities and social isolation within the peer group. Finally, in terms of psychological outcomes, inclusive settings appeared to reduce the frequency of challenging behaviours. The paper also addresses conceptual barriers regarding the definition of inclusion and its consequences on research and practice as well as research design barriers resulting from the quality of research in this field. Based on review results, this paper outlines epistemological propositions for developing standards of quality for both research and practice in the field.

摘要

本系统评价的目的是调查中度、重度和复杂残疾 (MSCD) 学生在包容性环境中的学习、社交和心理成果。该评论讨论了在该领域进行严格研究的障碍。虽然最初的文献检索找到了 1,338 条记录，但由于资格标准，最终只包括了 18 条。研究根据所调查的主题进行分类。关于 MSCD 学生的学习成果，研究结果在学业成绩和适应技能方面都适度支持学校包容。关于社会成果，结果表明，包容性环境提供了更多的教学时间和同伴互动，尽管他们报告了课堂活动中的边缘化和同伴群体内的社会孤立。最后，就心理结果而言，包容性环境似乎减少了挑战行为的频率。本文还讨论了关于包容性定义的概念障碍及其对研究和实践的影响，以及该领域研究质量导致的研究设计障碍。根据审查结果，本文概述了为该领域的研究和实践制定质量标准的认识论主张。