Synthesizing the Experiences of Children and Youth With Disabilities and Special Needs in Inclusive Education Using Meta-Aggregation

Abstract

It has been well established that inclusive education is important in order to achieve high-quality education for all. Recent literature reviews examining the experiences of educators, parents, and students without disabilities in inclusive educations show that most have a positive attitude towards inclusive education. However, there is an important gap in the literature surrounding inclusive education, namely the perspectives of children and youth with disabilities and special needs. The first manuscript is a qualitative evidence synthesis on the perspectives of children and youth with disabilities and special needs regarding their experiences in inclusive education. I utilised the meta-aggregative approach developed by Joanna Briggs Institute to select, critically appraise, and synthesise qualitative studies to generate an understanding of the children’s experiences in different areas pertaining to their schooling. I suggest recommendations to be considered by policy makers and professionals working in the education system to better support students with disabilities, educators, and families. The second manuscript presents a reflection on the experience of conducting a meta- aggregative review from my point of view as a novice researcher. I highlight the specific challenges encountered, decision-making process, and the specific lessons learned at each stage of the review process with aims to help guide reviewers taking on a meta-aggregation or other similar tasks. I used my meta-aggregative review presented in my first manuscript as an example, where applicable, to elucidate the processes and lessons learned. Specific strategies and recommendation are outlined in this thesis that can serve to better support the implementation of inclusive education. Additionally, I present recommendations for reviewers and organizations developing literature review methods to improve the field and quality of qualitative evidence synthesis.