Models of disability as distinguishing factor: a theoretical framework of inclusive education and the application to a literature review

This study reports on a newly developed framework of inclusive education, which sets from three distinct models of disability (medical, relational, and social) and incorporates matching learning theory (behaviourist, cognitivist, and constructivist) and the of children with disabilities (exclusive, functional inclusive, full inclusive). to the framework is the contradiction between functional and full inclusive , which are traced back to the conflict between a deterministic (medical and ) and social model of disability. Applied to a complementary review of the published between 2006 and 2021, the framework sets the basis for structuring content analysis. An analysis of N ¼ 685 reports shows the coherence of the framework as well as an increase in total publications, especially with full inclusive . Additionally, analysis of the applied methodology shows a predominant role qualitative methods, which is coherent with the constructivist perception of full . Implications are discussed regarding inconsistencies and barriers to inclusive .