A systematic review of practitioners’ perceptions of supporting inclusion in a UK mainstream primary context

Abstract

Inclusion is a key priority in education and evidence has suggested that practitioners have a key role in implementing inclusion policies and legislation within educational establishments. Exploring perceptions held by practitioners of inclusion would be beneficial to understanding how practitioners support this. The current systematic review looked to explore the body of research within the United Kingdom (UK) around practitioner perceptions on supporting inclusion within the mainstream primary context. Thematic synthesis was undertaken which presented four overarching themes. Potential implications for EP practice are explored. As the UK education context is an area where little research has been conducted regarding practitioner perceptions of inclusion, recommendations have been made for future research to ensure inclusion can be successfully supported.