A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders.
Emma Leifler, Anna Borg, Sven Bölte
PMID 35781856WHAT IT FOUND
Teachers rated inclusive practices significantly higher than students and parents did.
Students reported the lowest scores for preparation for unstructured social situations and early communication of schedule changes, while parents rated staff knowledge of neurodevelopmental disorders as low.
Key findings
01Teachers rated overall educational inclusion significantly higher than both students and parents.
02Students gave the lowest ratings for being prepared for unstructured social situations and for early communication of procedural changes.
03There was little to no agreement between students, parents, and teachers on most specific inclusive measures, with only one item showing fair agreement.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The sample size was small (19 students) and drawn from a single urban municipality in Sweden, limiting generalizability. Data collection occurred partly during the COVID-19 pandemic, which may have skewed perceptions of inclusion. The study relied on self-reported perceptions rather than objective measures of educational practice. Key stakeholders like school leaders and policymakers were not included.
Declared interests
Funded by the Swedish National Research School Special Education for Teachers Educators, funded by the Swedish Research Council.
The easy way to misread this
Do not assume that teacher reports of inclusive practices reflect the student experience. The study found significant disagreement between informants, with teachers rating inclusion much higher than the students and parents they supported.