The experiences of students with physical disabilities in inclusive education: A qualitative systematic review

Physical disabilities can impact a person’s education. The first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. The objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive education. This review was conducted according to the JBI methodology for qualitative systematic reviews. Data were extracted from qualitative studies concerning the experiences of students with physical disabilities, aged 6-20, educated in primary or secondary schools, worldwide. From 5326 initial records, 19 relevant studies were included and critically assessed by two independent reviewers. Eighty-seven themes were classified into 9 categories and further pooled into three synthesized statements. Despite being educated in mainstream settings, students with physical disabilities convey challenges in their day-to-day living and with accessibility and participation in school. These challenges may affect their self-perception, their educational progression and their goals and choices for the future. However, barriers in mainstream settings may be overcome through accommodations of curriculum design, providing appropriate supports and including students with PD’s voice(s) in decision-making. Practices and policies that encourage a sense of belonging and enable meaningful participation for students with PD may enhance their experiences of inclusiveness. • Although inclusive education is highly valued by students with PD, they report experiences of barriers to accessibility and participation, which could be addressed through modifications to curricula and improving the quality of school-based support. • The behavior, actions and attitudes of teachers and classmates can have a significant impact on the experience of students with PD, their self-perception, and their future goals. • Listening to the voices of students with PD and including them in school decision-making would inform stakeholders on ways to enhance inclusive practice.