Contributions and Limitations of Inclusive Practices and Role of Collaboration in these Practices: a Metasynthesis

Abstract

This article is based on the results of a metasynthesis whose main objective was to provide a new understanding of issues related to the integration and inclusion of students with special needs in a regular classroom at both elementary and secondary levels. Firstly, the article presents results of the metasynthesis that focus on the contributions and limitations associated with practices that tend towards inclusive education. Secondly, it focuses on collaborative practices, an essential component in the development of more inclusive practices. Three dimensions of collaboration are explored: collaboration with and by peers, collaboration with and among professionals, and collaboration with parents.