Special Education Administrators’ Perceptions about Inclusion of Students with Disabilities in Education in Sub-Saharan Africa: A Scoping Review

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2022

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Gomes, Agueda
Mann, M.
Dillon, S.
Cox, E.

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Abstract

The inclusion of students with disabilities in physical education in Angola is still a new concept in special education history (Charles et al., 2020). The purpose of the review was to explore the literature concerning administrators’ perceptions about the inclusion of students with disabilities in general physical education in Angola. The scoping review examined 34,995 articles. After screening titles and abstracts, 21 articles were selected while all others were excluded based on relevance to the research questions and on the inclusion/exclusion criteria. The 21 full-text articles were retrieved, and 12 were determined to be eligible for inclusion. Six databases were searched for this study, but most articles were identified through Google Scholar. The findings highlight challenges that include negative attitudes, teachers’ lack of preparedness, inefficient teaching methods, and inadequate equipment. Those factors also affect negatively the inclusion of students with disabilities in physical education classes.

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