A meta-synthesis of the experiences of students with physical disabilities in inclusive educational settings — this is the main focus of a new study by the team of JBI Centre for Evidence-Based Education and Arts Therapies (EduArt) at the Faculty of Education, Palacký University Olomouc. The study was published this year in the prestigious academic journal Educational Research Review.
„We systematically analyzed qualitative studies from various countries, providing a deep insight into how students with physical disabilities perceive and experience inclusion. Mere physical presence in a mainstream school does not automatically mean genuine participation in education aligned with inclusive principles. The findings of the study offer a better understanding of the barriers these students face in mainstream educational settings, why peer relationships and adult support are important to them, and how the experience of inclusive education influences their self-concept and perception of independence,“ says Dagmar Sedláčková on behalf of the EduArt team. „Our study gives a voice to students who often face increased discrimination, marginalization, and who are easily vulnerable. Moreover, we have created one of the first qualitative systematic reviews in the field of education. The findings of this study demonstrate the need to continue a series of similar studies, focusing on other types of special needs, as well as the parents and classmates of these students," she adds.
The study by Sedláčková, Dagmar & Kantor, Jiří & Belkin, Liliana & Marečková, Jana & Smrčková, Alžběta & Du, Jian & Li, Jiaoli & Svobodová, Zuzana (2025), The Experiences of Students with Physical Disabilities in Inclusive Education: A Qualitative Systematic Review, published in Educational Research Review, Volume 49, Article 100715, https://doi.org/…715, was published in English and is available here. It may be beneficial for teachers, other educational professionals, researchers, and education policymakers, aiming to gain a deeper and more accurate understanding of the experiences of students directly affected by inclusion. The study shows that inclusion is both desirable and necessary, but it also requires a deeper transformation of the educational system.