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A Review of Research on Inclusive Education

Year 2023, Volume: 43 Issue: 3, 2407 - 2443, 30.12.2023

Tevfik Palaz , Gökçe Kılıçoğlu , Tuğba Kılcan , Sadettin Erbaş

https://doi.org/10.17152/gefad.1336951

Abstract

In this study, it was aimed to examine the research articles on inclusive education indexed in the education/educational research category of the Web of Science (WoS) database by bibliometric analysis method. Firstly, the criteria for the studies to be included in the research in the WoS database were applied and the data of 2826 articles were accessed. The data were analyzed with the VOSviewer package program. First of all, the distribution of articles related to the research area over the years was analyzed. In the bibliometric analysis part, citation analysis, co-author analysis, co-citation analysis and co-word analysis were performed. When the distribution of articles according to years is analyzed, it is seen that research in the field of inclusive education tends to increase in general. Studies on the outputs of projects in the field of inclusive education and teacher training receive more citations. "International Journal of Inclusive Education" has the highest number of articles and citations. In addition, journals whose publication language is English receive more citations. While international collaborations are intense in some institutions, local collaborations are more intense in others. Institutions with strong collaborations are also more productive in terms of the number of publications. The result of keyword analysis shows that there is a very rich field of study on inclusive education. In addition to the WoS database, other databases can be used for further analysis. Other types of documents can be analyzed. Trends in the field can be revealed by restricting the year related to the research topic.

Keywords

İnclusive Education İnclusion Bibliometric Analysis

References

  • Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change?. Journal of Education Change, 6, 109–124.
  • Ainscow, M., & A. Sandill. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4): 401–416.
  • Akçamete, G., Büyükkarakaya, H. S., Bayraklı, H., & Yıldırım, E. S. (2012). Eğitim politikalarının yansımaları: genel ve özel eğitim. Eğitim Bilimleri ve Uygulama, 11(22), 191-208.
  • Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: by choice or by chance?. International Journal of Inclusive Education, 15(1), 29-39.
  • Cobo, M. J., López-Herrera, A. G., Herrera-Viedma, E. & Herrera, F. (2011). An approach for detecting, quantifying, and visualizing the evolution of a research field: A practical application to the fuzzy sets theory field. Journal of Informetrics, 5(1), 146-166. https://doi.org/10.1016/j.joi.2010.10.002
  • Fırat, E. (2021). Sosyal bilgiler dersinde kapsayıcı eğitim: fenomenolojik bir araştırma. (Doktora Tezi), Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369-386.
  • Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594-601.
  • Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32.
  • Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195- 209.
  • Izgar, G. & İlter, İ. (2022). Analysis of the scientific research on inclusive education. Research on Education and Psychology, 6(2), p. 132-151.
  • İlçin, M. (2022). Öğretimin denetimi aracılığıyla sınıf içi kapsayıcı eğitim uygulamalarının etkililiğini arttırma. (Yüksek Lisans Tezi), Gaziantep Üniversitesi Eğitim Bilimleri Enstitüsü, Gaziantep.
  • MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52.
  • Malinen O. P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34-44.
  • Methlagl, M. (2022). Mapping inclusive education from 1980 to 2019: A bibliometric analysis of thematic clusters and future research directions. Issues in Educational Research, 32(1), 225-247. http://www.iier.org.au/iier32/methlagl.pdf.
  • Miles, S., & Singal, N., (2010). The Education for all and inclusive education debate: Conflict, contradiction or opportunity?. International Journal of Inclusive Education, 14(1), 1-15.
  • Öner, G. (2022). Kapsayıcı eğitim yaklaşımıyla sosyal bilgiler öğretimi: bir eylem araştırması. (Doktora Tezi), Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Pérez-Gutiérrez, M., Castanedo-Alonso, J. M., Salceda-Mesa, M., & Cobo-Corrales, C. (2021). Scientific production on inclusive education and physical education: a bibliometric analysis. International Journal of Inclusive Education, p. 1-17.
  • Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25(4), 348–349. Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development, 31, 50–58.
  • Ruijs, N. M., & Peetsma, T. T. D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67-79.
  • Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition?, International Journal of Inclusive Education, 17(8), 895-907.
  • Small, H. (1999). Visualizing science by citation mapping. Journal of the American Society for Information Science, 50(9), 799-813. https://doi.org/10.1002/(SICI)1097-4571(1999)50:9%3C799::AID- ASI9%3E3.0.CO;2-G
  • Stanovich, P. J., & Jordan, A. (1998). Canadian teachers’ and principals’ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. Elementary School Journal, 98(3), 221–238.
  • Stubbs, S. (2008). Inclusive education. Where there are few resources. Oslo, The Atlas Alliance Publ. Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education?, International Journal of Inclusive Education, 16(1), 39-56.
  • Türkmenoğlu, Ö. A. (2022). İlkokul dördüncü sınıf öğrencilerine yönelik kapsayıcı eğitim tutum ölçeğinin geliştirilmesi. (Yüksek Lisans Tezi), Gaziantep Üniversitesi Eğitim Bilimleri Enstitüsü, Gaziantep.
  • UNESCO (1994). The Salamanca Statement and framework for action on special needs education. https://unesdoc.unesco.org/ark:/48223/pf0000098427
  • UNESCO (2003). Open File on Inclusive Education. https://unesdoc.unesco.org/ark:/48223/pf0000132164/PDF/132164eng.pdf.mult i, 21.01.2023 tarihinde erişim sağlanmıştır.
  • UNESCO (2005). Guidelines for Inclusion: Ensuring Access to Education for All. https://unesdoc.unesco.org/ark:/48223/pf0000140224/PDF/140224eng.pdf.mult i, 18.01.2023 tarihinde erişim sağlanmıştır.
  • UNESCO (2016). Education 2030. Incheon Declaration and framework for action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
  • UNESCO (2017). A guidefor ensuring inclusion and equity in education. https://unesdoc.unesco.org/ark:/48223/pf0000248254/PDF/248254eng.pdf.mult i, 18.01.2023 tarihinde erişim sağlanmıştır.
  • UNICEF (2017). Inclusive Education: Including children with disabilities in quality learning: what needs to be done? https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_summary_accessible_2 20917_brief.pdf, 25.01.2023 tarihinde erişim sağlanmıştır.
  • Van Eck, N. J. & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau, and D. Wolfram (Eds.), Measuring scholarly impact: Methods and practice, (285–320). Springer.
  • Van Eck, N. J. & Waltman, L. (2019). Manual for VOSviewer version 1.6.13. VOSviewer Manua.
  • Van Mieghem, A., Verschueren, K., Petry, K. & Struyf, E. (2018). An analysis of research on inclusive education: A systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689. https://doi.org/10.1080/13603116.2018.1482012
  • Zupic, I. & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. https://doi.org/10.1177/1094428114562629

Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme

Year 2023, Volume: 43 Issue: 3, 2407 - 2443, 30.12.2023

Tevfik Palaz , Gökçe Kılıçoğlu , Tuğba Kılcan , Sadettin Erbaş

https://doi.org/10.17152/gefad.1336951

Abstract

Bu araştırmada Web of Science (WoS) veri tabanının eğitim/eğitim araştırmaları kategorisinde taranan kapsayıcı eğitim ile ilgili araştırma makalelerinin bibliyometrik analiz yöntemi ile incelenmesi amaçlanmıştır. İlk olarak WoS veri tabanında araştırmaya dahil edilecek çalışmalara yönelik kriterler uygulanmış ve 2826 makaleye ait veriye ulaşılmıştır. Verilerin analizi VOSviewer paket programı ile yapılmıştır. Öncelikle araştırma alanıyla ilgili makalelerin yıllar içerisindeki dağılımı incelenmiştir. Bibliyometrik analiz kısmında ise atıf analizi (Citation analysis), ortak yazar analizi (Co-author analysis), ortak atıf analizi (Co-citation analysis) ve anahtar kelime analizi (Co-word analysis) yapılmıştır. Makalelerin yıllara göre dağılımı incelendiğinde genel olarak kapsayıcı eğitim alanında yapılan araştırmaların artış eğiliminde olduğu görülmektedir. Kapsayıcı eğitim alanında yapılmış projelerin çıktılarına ve öğretmen eğitimine yönelik çalışmalar daha çok atıf almaktadır. “International Journal of Inclusive Education” dergisi en fazla makale ve atıfa sahip dergidir. Ayrıca yayın dili İngilizce olan dergiler daha çok atıf almaktadır. Bazı kurumlarda uluslararası iş birlikleri yoğunken bazılarında ise yerel iş birlikleri daha yoğun olarak görülmektedir. Güçlü iş birliklerine sahip kurumlar yayın sayısında da daha üretken durumdadır. Anahtar kelime analizi sonucu, kapsayıcı eğitim konusunda oldukça zengin bir çalışma alanının olduğunu göstermektedir. WoS veri tabanının haricinde diğer veri tabanları da kullanılarak başka incelemeler yapılabilir. Başka doküman türleri incelenebilir. Araştırma konusuyla ilgili yıl kısıtlaması yapılarak alanındaki eğilimler ortaya konabilir.

Keywords

Kapsayıcı Eğitim Kapsayıcılık Bibliyometrik Analiz

References

  • Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change?. Journal of Education Change, 6, 109–124.
  • Ainscow, M., & A. Sandill. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4): 401–416.
  • Akçamete, G., Büyükkarakaya, H. S., Bayraklı, H., & Yıldırım, E. S. (2012). Eğitim politikalarının yansımaları: genel ve özel eğitim. Eğitim Bilimleri ve Uygulama, 11(22), 191-208.
  • Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: by choice or by chance?. International Journal of Inclusive Education, 15(1), 29-39.
  • Cobo, M. J., López-Herrera, A. G., Herrera-Viedma, E. & Herrera, F. (2011). An approach for detecting, quantifying, and visualizing the evolution of a research field: A practical application to the fuzzy sets theory field. Journal of Informetrics, 5(1), 146-166. https://doi.org/10.1016/j.joi.2010.10.002
  • Fırat, E. (2021). Sosyal bilgiler dersinde kapsayıcı eğitim: fenomenolojik bir araştırma. (Doktora Tezi), Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369-386.
  • Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594-601.
  • Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32.
  • Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13(2), 195- 209.
  • Izgar, G. & İlter, İ. (2022). Analysis of the scientific research on inclusive education. Research on Education and Psychology, 6(2), p. 132-151.
  • İlçin, M. (2022). Öğretimin denetimi aracılığıyla sınıf içi kapsayıcı eğitim uygulamalarının etkililiğini arttırma. (Yüksek Lisans Tezi), Gaziantep Üniversitesi Eğitim Bilimleri Enstitüsü, Gaziantep.
  • MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52.
  • Malinen O. P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33, 34-44.
  • Methlagl, M. (2022). Mapping inclusive education from 1980 to 2019: A bibliometric analysis of thematic clusters and future research directions. Issues in Educational Research, 32(1), 225-247. http://www.iier.org.au/iier32/methlagl.pdf.
  • Miles, S., & Singal, N., (2010). The Education for all and inclusive education debate: Conflict, contradiction or opportunity?. International Journal of Inclusive Education, 14(1), 1-15.
  • Öner, G. (2022). Kapsayıcı eğitim yaklaşımıyla sosyal bilgiler öğretimi: bir eylem araştırması. (Doktora Tezi), Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Pérez-Gutiérrez, M., Castanedo-Alonso, J. M., Salceda-Mesa, M., & Cobo-Corrales, C. (2021). Scientific production on inclusive education and physical education: a bibliometric analysis. International Journal of Inclusive Education, p. 1-17.
  • Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25(4), 348–349. Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development, 31, 50–58.
  • Ruijs, N. M., & Peetsma, T. T. D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67-79.
  • Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition?, International Journal of Inclusive Education, 17(8), 895-907.
  • Small, H. (1999). Visualizing science by citation mapping. Journal of the American Society for Information Science, 50(9), 799-813. https://doi.org/10.1002/(SICI)1097-4571(1999)50:9%3C799::AID- ASI9%3E3.0.CO;2-G
  • Stanovich, P. J., & Jordan, A. (1998). Canadian teachers’ and principals’ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. Elementary School Journal, 98(3), 221–238.
  • Stubbs, S. (2008). Inclusive education. Where there are few resources. Oslo, The Atlas Alliance Publ. Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education?, International Journal of Inclusive Education, 16(1), 39-56.
  • Türkmenoğlu, Ö. A. (2022). İlkokul dördüncü sınıf öğrencilerine yönelik kapsayıcı eğitim tutum ölçeğinin geliştirilmesi. (Yüksek Lisans Tezi), Gaziantep Üniversitesi Eğitim Bilimleri Enstitüsü, Gaziantep.
  • UNESCO (1994). The Salamanca Statement and framework for action on special needs education. https://unesdoc.unesco.org/ark:/48223/pf0000098427
  • UNESCO (2003). Open File on Inclusive Education. https://unesdoc.unesco.org/ark:/48223/pf0000132164/PDF/132164eng.pdf.mult i, 21.01.2023 tarihinde erişim sağlanmıştır.
  • UNESCO (2005). Guidelines for Inclusion: Ensuring Access to Education for All. https://unesdoc.unesco.org/ark:/48223/pf0000140224/PDF/140224eng.pdf.mult i, 18.01.2023 tarihinde erişim sağlanmıştır.
  • UNESCO (2016). Education 2030. Incheon Declaration and framework for action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
  • UNESCO (2017). A guidefor ensuring inclusion and equity in education. https://unesdoc.unesco.org/ark:/48223/pf0000248254/PDF/248254eng.pdf.mult i, 18.01.2023 tarihinde erişim sağlanmıştır.
  • UNICEF (2017). Inclusive Education: Including children with disabilities in quality learning: what needs to be done? https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_summary_accessible_2 20917_brief.pdf, 25.01.2023 tarihinde erişim sağlanmıştır.
  • Van Eck, N. J. & Waltman, L. (2014). Visualizing bibliometric networks. In Y. Ding, R. Rousseau, and D. Wolfram (Eds.), Measuring scholarly impact: Methods and practice, (285–320). Springer.
  • Van Eck, N. J. & Waltman, L. (2019). Manual for VOSviewer version 1.6.13. VOSviewer Manua.
  • Van Mieghem, A., Verschueren, K., Petry, K. & Struyf, E. (2018). An analysis of research on inclusive education: A systematic search and meta review. International Journal of Inclusive Education, 24(6), 675-689. https://doi.org/10.1080/13603116.2018.1482012
  • Zupic, I. & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. https://doi.org/10.1177/1094428114562629
There are 35 citations in total.

Details

Primary Language Turkish
Subjects Social Studies Education
Journal Section Articles
Authors

Tevfik Palaz 0000-0002-1631-531X

Gökçe Kılıçoğlu 0000-0002-6125-1853

Tuğba Kılcan 0000-0002-7154-6399

Sadettin Erbaş 0000-0002-5150-9216

Publication Date December 30, 2023
Published in Issue Year 2023 Volume: 43 Issue: 3

Cite

APA Palaz, T., Kılıçoğlu, G., Kılcan, T., Erbaş, S. (2023). Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 43(3), 2407-2443. https://doi.org/10.17152/gefad.1336951
AMA Palaz T, Kılıçoğlu G, Kılcan T, Erbaş S. Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme. GUJGEF. December 2023;43(3):2407-2443. doi:10.17152/gefad.1336951
Chicago Palaz, Tevfik, Gökçe Kılıçoğlu, Tuğba Kılcan, and Sadettin Erbaş. “Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43, no. 3 (December 2023): 2407-43. https://doi.org/10.17152/gefad.1336951.
EndNote Palaz T, Kılıçoğlu G, Kılcan T, Erbaş S (December 1, 2023) Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43 3 2407–2443.
IEEE T. Palaz, G. Kılıçoğlu, T. Kılcan, and S. Erbaş, “Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme”, GUJGEF, vol. 43, no. 3, pp. 2407–2443, 2023, doi: 10.17152/gefad.1336951.
ISNAD Palaz, Tevfik et al. “Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43/3 (December 2023), 2407-2443. https://doi.org/10.17152/gefad.1336951.
JAMA Palaz T, Kılıçoğlu G, Kılcan T, Erbaş S. Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme. GUJGEF. 2023;43:2407–2443.
MLA Palaz, Tevfik et al. “Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, vol. 43, no. 3, 2023, pp. 2407-43, doi:10.17152/gefad.1336951.
Vancouver Palaz T, Kılıçoğlu G, Kılcan T, Erbaş S. Kapsayıcı Eğitim Alanında Yapılan Araştırmalara Yönelik Bir İnceleme. GUJGEF. 2023;43(3):2407-43.
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