Presence, Participation and Learning in Educational Inclusion

A Systematic Mapping Review of Barriers in School Contexts According to Booth and Ainscow

Bibliographic Data

ID22048263
AuthorsMiriam Catalina González-Afonso (0000-0001-8583-0000, Universidad de La Laguna), Carmen de los Ángeles Perdomo-López (0000-0003-1720-6614, Universidad de La Laguna), Zeus Plasencia-Carballo (0000-0003-3910-2592, Universidad de La Laguna), Juan Luis Cabanillas-García (0000-0001-8458-3546, Universidad de Extremadura), Juan Luis Cabanilla-García (Universidad de Extremadura), David Pérez‐Jorge (0000-0003-4691-3449, Universidad de La Laguna), David Pérez-Jorge (Universidad de La Laguna)
Year2026
Volume16
Issue1
Pages95
Publication date2026-01-08
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16010095
OpenAlexW7119502169
LanguageEN
Citations received1
References cited20

From the perspective of educational inclusion proposed by Booth and Ainscow, the transformation of school systems revolves around three key dimensions: presence, participation and learning. These dimensions constitute the axes of the so-called Inclusion Index and allow for a holistic analysis of the barriers that limit equity and inclusion in school contexts. Based on this theoretical framework, this study aims to systematically map the barriers documented in recent academic literature (2000–2025) that affect these dimensions at the primary and compulsory secondary education levels, with a special focus on intersectional variables that amplify inequalities (gender, migration, disability, mental health, among others)

Educational Equity · Focus group · Inequality · Qualitative research · Children's Rights and Participation · Global Educational Policies and Reforms · Inclusive Education and Diversity

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Open DOIOpen Access