Presence, Participation and Learning in Educational Inclusion: A Systematic Mapping Review of Barriers in School Contexts According to Booth and Ainscow

Education Sciences 2026 Open access

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Authors: Miriam Catalina González-Afonso, Carmen de los Ángeles Perdomo-López, Zeus Plasencia Carballo, Juan Luis Cabanilla-García, David Pérez-Jorge
DOI: 10.3390/educsci16010095
Cited by: 5
References: 20

Abstract

From the perspective of educational inclusion proposed by Booth and Ainscow, the transformation of school systems revolves around three key dimensions: presence, participation and learning. These dimensions constitute the axes of the so-called Inclusion Index and allow for a holistic analysis of the barriers that limit equity and inclusion in school contexts. Based on this theoretical framework, this study aims to systematically map the barriers documented in recent academic literature (2000–2025) that affect these dimensions at the primary and compulsory secondary education levels, with a special focus on intersectional variables that amplify inequalities (gender, migration, disability, mental health, among others).

Fields of Study & Subjects

Inclusive Education and Diversity Children's Rights and Participation Global Educational Policies and Reforms

Publication details

Journal / source
Education Sciences
Publisher
MDPI AG
Volume
16
Issue
1
Pages
95–95
Publication date
8 January 2026
Language
EN