Dataset Information

A socio-ecological approach to inclusive physical education in China: A systematic review.

ABSTRACT:

Background

Since the implementation of inclusive education in China, students with special education needs (SEN) have increasingly been integrating into mainstream schools, like physical education classes. However, inclusive physical education (IPE) in China has developed slowly, and gaps can be found in the knowledge of the factors that inhibit or promote the participation in IPE of students with SEN.

Objectives

The purpose of this systematic review was to provide a comprehensive summary of the factors related to inclusion in IPE of students with SEN, by applying a socio-ecological model (SEM). Five databases were searched: ERIC, SPORTDiscus with Full Text, Education Full Text (H.W.Wilson), PsychINFO and CNKI in March 2022, to find studies that identify factors regarding IPE in China. Two researchers independently screened studies and summarized relevant data.

Results

Fourteen studies were included in the detailed review. By applying the SEM, multi-level factors were identified, ranging from intrapersonal to societal levels that positively or negatively influenced IPE participation in students with SEN. This review indicates that multi-level factors affect the IPE participation of students with SEN in China.

Conclusion

The findings will help assist educators and policymakers to develop effective IPE for Chinese students with SEN.

SUBMITTER: Liang X

PROVIDER: S-EPMC9382582 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

A socio-ecological approach to inclusive physical education in China: A systematic review.

Liang Xiao X Li Minghui M Wu Yandan Y Wu Xueping X Hou Xiaohui X Sit Cindy Hui-Ping CH

Frontiers in public health 20220728

<h4>Background</h4>Since the implementation of inclusive education in China, students with special education needs (SEN) have increasingly been integrating into mainstream schools, like physical education classes. However, inclusive physical education (IPE) in China has developed slowly, and gaps can be found in the knowledge of the factors that inhibit or promote the participation in IPE of students with SEN.<h4>Objectives</h4>The purpose of this systematic review was to provide a comprehensive ...[more]

PMID: 35991013

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Project description:BackgroundEducational technology (EdTech) has been instrumental in the last few decades in promoting inclusive education by overcoming various learning barriers and offering tools and opportunities to all students, including those with special educational needs and disabilities (SEND). However, there is limited understanding of current classroom practices and policies and of the effects of the COVID-19 pandemic on EdTech use in the inclusive classroom.ObjectiveThis systematic review aims to outline the current knowledge on the use of EdTech to support the learning of students with SEND in inclusive primary schools in high-income countries.MethodsWe followed the PRISMA-P (Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols) and the Generalized Systematic Review Registration Form in reporting the details of this protocol. The inclusion criteria for the systematic review require that studies focus on students with SEND who are attending the primary stage of school in high-income countries. The studies can be qualitative or quantitative and should explore the design and use of EdTech with these students. Eligible studies must be published between 2016 and 2024, be peer-reviewed, and be available in English. We systematically searched the ACM, Directory of Open Access Journals, British Educational Index, ERIC, Google Scholar (first 100 records), IEEE, PsycINFO, Scopus, and Web of Science databases. The titles and abstracts of all records will be screened for relevance according to the inclusion criteria. Following this, the full text of the articles will be screened. To ensure the reliability of the screening process, an independent reviewer will screen a percentage of the records for the first screening round. The data extraction process for this systematic review will start with a pilot stage to validate and eventually update the list of entities to be extracted. Following the pilot stage, the final data extraction will be undertaken. An independent reviewer will extract data from a subsample of the records to ensure the reliability of the data extraction process.ResultsThe database search was conducted in July 2024. The database search identified a total of 547 records. It is anticipated that the study findings will be submitted for publication in a peer-reviewed journal by the end of January 2025.ConclusionsThis study will provide up-to-date evidence of the use of EdTech in inclusive primary school settings in high-income countries and will describe the impact of the COVID-19 pandemic on the use of EdTech with students with SEND.International registered report identifier (irrid)DERR1-10.2196/65045.

Project description:ObjectivesTo critically appraise and synthesise the evidence in relation to both the receipt and delivery of LGBTI+ (Lesbian, Gay, Bisexual, Transgender, Intersex) inclusive sexual health education.DesignA systematic review and narrative synthesis.Data sourcesA systematic search of three online databases (EMBASE, PsychINFO and SocINDEX) from January 1990 to May 2021 was conducted.Eligibility criteriaStudies included were (1) peer-reviewed; (2) English; (3) quantitative, qualitative and mixed methods; that evaluated (4) inclusive sexual health in an educational or online setting and (5) focused on training or educating. Studies were excluded if (1) the population was not LGBTI+ inclusive; (2) the studies did not focus on original data or (3) the study was not available in full text.Data extraction and synthesisThe studies that met the inclusion criteria were assessed using the Critical Appraisal Skills Programme tool. A narrative synthesis was then completed employing content analysis focusing on the results section of each article.ResultsOf the 5656 records retrieved, 24 studies met the inclusion criteria. The majority of studies noted that both LGBTI+ youth and those who facilitate sexual health education are turning to online sources of information. Current sexual health education programmes operate mainly from a heterosexual perspective, creating a sense of exclusion for LGBTI+ youth. This is compounded by a lack of training, or provision of an inclusive curricula, resulting in facilitators feeling ill equipped or inhibited by their personal biases.ConclusionsLGBTI+ youth are not experiencing inclusive and comprehensive sexual health education. In parallel, educators report poor access to information, training and resources remain the primary reasons. There is a need to standardise sexual health curricula, making them LGBTI+ inclusive and incorporate holistic aspects of health such as pleasure and healthy relationships. Online approaches should be considered in the future, as they represent equality of access for both sexual health education professionals and LGBTI+ youth alike.

Dataset Information

A socio-ecological approach to inclusive physical education in China: A systematic review.

Background

Objectives

Results

Conclusion

Publications

A socio-ecological approach to inclusive physical education in China: A systematic review.

Similar Datasets

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