Educational Inclusion from the Perspective of Students with Deafness: A Systematic Review
DOI:
https://doi.org/10.4067/s0718-73782023000200159Keywords:
Management, School, Inclusive education, Culture, School management teamAbstract
This review was carried out with the purpose of analyzing the themes and methodologies used in research that considers the experiences and perceptions of deaf students regarding educational inclusion in ordinary schools. 273 records were examined, of which 16 articles were identified that met the inclusion criteria. From the analysis process, four thematic categories emerged that analyze research about the facilitators and barriers to inclusion from the perspectives of people with deafness, social relationships, educational spaces, and educational experiences and identity. The results indicate, from the perspective of deaf students, the lack of coherence regarding the inclusion process in different school spaces. The need to consider the experiences and narratives of deaf students in research is discussed to enhance inclusive processes, from an active and participatory perspective in studies referring to their own inclusion processes in the school environment. To conclude, it is essential to advance research that is developed from an active and participatory perspective of these subjects on their own inclusion processes
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