Social participation for students with special needs in inclusive schools: a scoping review.

Ziwen Wang, Jiahui Huang, Lei Wang, Chunling Liu

Abstract readReview

In one paragraph

Review in International journal of developmental disabilities, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Physical education teachers' perceptions and experiences of inclusion in Türkiye: implications for the quality of life and social participation of students with disabilities.BMC public health · 2026
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Ziwen WangSpecial Education Department, Faculty of Education, East China Normal University, Shanghai, China.ORCID https://orcid.org/0009-0004-5208-9980

Jiahui HuangLongyuan School of Nanshan District, Shenzhen, China.

Lei WangCollege of Special Education, Nanjing Normal University of Special Education, Nanjing, China.

Chunling LiuSpecial Education Department, Faculty of Education, East China Normal University, Shanghai, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Social participation is necessary for students with special needs to achieve social inclusion. This study focuses on the research characteristics, themes, characteristics, and influencing factors of social participation among students with special needs in inclusive settings by analyzing 63 relevant empirical studies. The results reveal that the research on the social participation of students with special needs was concentrated in primary and secondary schools, and the research methods include sociometric techniques, scale measurement, and observation. Social participation for students with special needs include four themes: joint activities, social behavior, peer relationships, and social self-perception. The social participation of students with special needs demonstrated a tendency toward open places and structured activities, diverse behavioral patterns, poor social participation results, negative peer relationships, and differences in social self-perception. These students' social participation was affected by such factors as individuals, peers, teachers, and supports.

Indexed as

inclusive educationpeer relationshipsscale measurementsocial participationstudents with special needs

Identifiers

PMID40687535

DOI10.1080/20473869.2023.2277602

PMCPMC12272695

What OpenQuestion holds

Textmetadata

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.