Overcoming barriers to inclusion in education in India
A scoping review
Bibliographic Data
| ID | 22205057 |
|---|---|
| Authors | Lindsey Gale (0000-0001-5873-737X, The University of Melbourne, corresponding author), Pranashree Bhushan, Shweta Eidnani, Lorraine Graham (0000-0002-6810-9569, The University of Melbourne), Matthew Harrison (0000-0002-6561-2935, The University of Melbourne), Lisa McKay‐Brown (0000-0001-6269-7278, The University of Melbourne), Rucha Pande (0000-0002-0180-6351), Shreya Shreeraman (0000-0002-0208-4418), Chandhni Sivashunmugam |
| Year | 2022 |
| Volume | 5 |
| Issue | 1 |
| Pages | 100237 |
| Publication date | 2022-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences & Humanities Open (JOURNAL) |
| Journal identifiers | ISSN: 2590-2911 • E-ISSN: 2590-2911 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ssaho.2021.100237 |
| OpenAlex | W4200078567 |
| Language | EN |
| Citations received | 3 |
| References cited | 27 |
To identify successful interventions supporting teachers and school leaders to achieve inclusive education in India, including clarifying the underpinning causal logic and identifying research gaps. Indian and Australian researchers collaborated to complete a scoping review that drew together the full range of evidence of successful educational interventions related to school leadership and teaching functions, including from grey literature sources. The scoping review protocol from the Joanna Briggs Institute was followed which involved an initial statement of the search strategy, multiple rounds of processing, and thematic analysis of results. Interventions contributing to a) engaging and mobilising school leaders and teachers, b) training, resourcing and supporting them, and c) monitoring and evaluating them were tabled and analysed, allowing for an analysis of which interventions had been shown to be effective. Findings underlined the central steppingstone in the causal logic of effective school leadership and classroom teaching and, additionally, the importance of adopting an appreciative, asset-based and collaborative approach to all work with teachers and school leaders. These findings have direct implications for all capacity-building with school leadership and teaching staff, including initial teacher training, continuing professional development, and establishing optimal network and collaborative arrangements
Appreciative Inquiry · Capacity building · Medical education · Pedagogy · Political science · Professional development · Psychological intervention · Qualitative research · Social science · Sociology · Thematic analysis · Underpinning · Collaborative Teaching and Inclusion · Engineering · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Improving Schools, Developing Inclusion
Improving Education in Developing Countries
Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach
Logic Models in Primary Care Reform
Creating Logic Models Using Grounded Theory
Mapping the evidence-based research on Ghana’s inclusive education to policy and practices
The inclusive practices of classroom teachers
Unpacking the nature and practices of inclusive education
Developing inclusive education systems
Scoping the barriers to implementing policies for inclusive education in Rwanda
Alternative forms of early grade instructional coaching
The barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India
Small NGO schools in India
Target-driven reforms
Educating the Heart and the Mind
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |