Inclusive education in Europe : A systematic literature review about the benefits of inclusive education for primary school aged children with intellectual disabilities

Inclusive education is one major goal nowadays in the whole world. Looking into policy inclusive education is highly valued and quality and equity shall be ensured that every child can benefit to develop his or her full potential. Looking into Europe there is still a gap between policy and practice, especially when it comes to children with intellectual disabilities. This population is considered as vulnerable faced by increased separation and exclusion. A systematic literature review was conducted aimed to understand the benefits of inclusive education for primary school aged children with intellectual disabilities in European countries. 15 articles published between 2010 and 2021 were analysed using narrative analysis. The findings showed overall good progress of this population within academic achievement, the sense of belonging, participation, socio-emotional and cognitive development, and behavioural outcomes. However, poor outcomes were reported as well. To better understand these benefits, they were discussed using the concept of participation by Maxwell and Granlund, the need to belong according to the theory of human motivation by Maslow and Vygotsky’s socio-cultural theory. It became obvious that nowhere a system is fully inclusive and that there is still a long way to go. Nevertheless, benefits can be seen already which shows a step towards meeting the best interest of the child by making progress towards a full inclusive education system.