Análisis bibliométrico sobre la educación inclusiva en Colombia
Abstract
La inclusión educativa se ha convertido en un objetivo prioritario en las políticas educativas a nivel global. Este estudio tiene como objetivo realizar un análisis bibliométrico de la producción científica sobre educación inclusiva entre 2017 y 2022, utilizando metadatos de la base de datos Scopus. Se examinan diversas variables como palabras clave, autores, países, citas, publicaciones, universidades y revistas para identificar patrones de colaboración, tendencias temáticas y los actores más influyentes en el campo. Los resultados muestran un crecimiento constante en las publicaciones sobre educación inclusiva, destacando la prominencia de países como España, Estados Unidos, Reino Unido y Australia tanto en cantidad de publicaciones como en influencia. Asimismo, se identifica a los autores más prolíficos y los temas de investigación emergentes. El análisis revela una baja cooperación entre investigadores a pesar de la amplia actividad en el campo. En conclusión, este estudio proporciona una visión integral sobre el estado actual de la investigación en educación inclusiva, resaltando áreas prometedoras y oportunidades para una mayor colaboración y desarrollo. Sin embargo, se reconocen limitaciones como el uso exclusivo de la base de datos Scopus y la exclusión de publicaciones recientes de 2023.
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References
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Alkhateeb, N., Alrubaian, A., y Tamakloe, D. (2023). A dialogical inquiry of elementary school teachers’ perspectives on inclusive education of students with Special Education Needs and Disability (SEND). SAGE Open, 13(2), 1-11. https://doi.org/10.1177/21582440231162056
Azorín, C. M., y Martínez, C. (2023). Educación inclusiva en tiempos de pandemia. Revista Complutense de Educacion, 34(1), 57-67. https://doi.org/10.5209/rced.76761
Bragg, K. M., Marchand, G. C., Hilpert, J. C., y Cummings, J. L. (2022). Using bibliometrics to evaluate outcomes and influence of translational biomedical research centers. Journal of Clinical and Translational Science, 6(1), e72. https://doi.org/10.1017/cts.2021.863
Delgado, K. E., Vivas, D. A., Carrión, C. B., y Reyes, B. D. C. (2022). Educación inclusiva en América Latina: Trayectorias de una educación segmentada. Revista de Ciencias Sociales (Ve), XXVIII(E-5), 18-35. https://doi.org/10.31876/rcs.v28i.38142
Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., y Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213. https://doi.org/10.18662/brain/12.3/227
Deng, S., y Xia, S. (2020). Mapping the interdisciplinarity in information behavior research: A quantitative study using diversity measure and co-occurrence analysis. Scientometrics, 124(1), 489-513. https://doi.org/10.1007/s11192-020-03465-x
Echeita, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46(2), 17-24. https://doi.org/10.17811/rifie.46.2.2017.17-24
Flecha, R. (Ed.) (2015). INCLUD-ED Consortium: Successful educational actions for inclusion and social cohesion in Europe. Springer.
Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(8), 691-704. https://doi.org/10.1080/13603116.2019.1622801
Goksu, İ. (2021). Bibliometric mapping of mobile learning. Telematics and Informatics, 56, 101491. https://doi.org/10.1016/j.tele.2020.101491
Gülsün, İ., Malinen, O.-P., Yada, A., y Savolainen, H. (2023). Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education, 132, 1-12. https://doi.org/10.1016/j.tate.2023.104228
Haitembu, R. K., y Maarman, R. (2023). The Namibian inclusive education policy's response to gender nonconforming learners. Journal of Research in Special Educational Needs, 23(2), 116-125. https://doi.org/10.1111/1471-3802.12584
Jacob, U. S., y Pillay, J. (2022). A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education. Frontiers in Education, 7, 1012797. https://doi.org/10.3389/feduc.2022.1012797
Kaščák, O., y Strouhal, M. (2023). Inclusion discourses in contemporary Slovak education policy – From the individual to the community and from right to performance. European Journal of Education, 58(2), 197-208. https://doi.org/10.1111/ejed.12556
Khan, A., Goodell, J. W., Hassan, M. K., y Paltrinieri, A. (2022). A bibliometric review of finance bibliometric papers. Finance Research Letters, 47(Part-A), 1012520. https://doi.org/10.1016/j.frl.2021.102520
Kielblock, S., y Woodcock, S. (2023). Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education. Teaching and Teacher Education, 122, 103922. https://doi.org/10.1016/j.tate.2022.103922
Knight, C., Conn, C., Crick, T., y Brooks, S. (2023). Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis. Educational Review. https://doi.org/10.1080/00131911.2023.2222235
Lai, C. (2020). Trends of mobile learning: A review of the top 100 highly cited papers. British Journal of Educational Technology, 51(3), 721-742. https://doi.org/10.1111/bjet.12884
Larios, R. J., y Zetlin, A. (2023). Challenges to preparing teachers to instruct all students in inclusive classrooms. Teaching and Teacher Education, 121, 103945. https://doi.org/10.1016/j.tate.2022.103945
Lindner, K.-T., y Schwab, S. (2020). Differentiation and individualisation in inclusive education: A systematic review and narrative synthesis. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1813450
Lyra, O., Koullapi, K., y Kalogeropoulou, E. (2023). Fears towards disability and their impact on teaching practices in inclusive classrooms: An empirical study with teachers in Greece. Heliyon, 9(5), e16332. https://doi.org/10.1016/j.heliyon.2023.e16332
Mansur, H., Utama, A. H., Mohd, M. H., Sari, N. P., Jamaludin, K. A., y Pinandhita, F. (2023). Development of Inclusive Education Learning Design in the Era of Society 5.0. Social Sciences, 12(1), 35. https://doi.org/10.3390/socsci12010035
Martelo, P. M., Martelo, R. J., y Franco, D. A. (2022). Bibliometric analysis about digital dentistry. Journal of Nambian Studies, 31, 362-374. https://namibian-studies.com/index.php/JNS/article/view/4611
Moed, H. F., Aisati, M., y Plume, A. (2013). Studying scientific migration in Scopus. Scientometric, 94, 929-942. https://doi.org/10.1007/s11192-012-0783-9
Nolazco, F. A., Menacho, J. D., Maita, D., y Luque, N. M. (2023). Systemic review on personnel selection from the perspective of the labor organization and the candidate. Revista de Ciencias Sociales (Ve), XXIX(3), 54-69. https://doi.org/10.31876/rcs.v29i3.40695
Opoku-Nkoom, I., y Ackah-Jnr, F. R. (2023). Investigating inclusive education in primary schools in Ghana: What inclusive cultures, environment, and practices support implementation? Support for Learning, 38(1), 17-36. https://doi.org/10.1111/1467-9604.12435
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura - UNESCO (2016). Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4. UNESCO. https://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura - UNESCO (2020). Global Education Monitoring Report, 2020. Inclusion and education: All means all. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718
Paulsrud, D. (2024). Resolving dilemmas: Swedish special educators and subject teachers’ perspectives on their enactment of inclusive education. Journal of Education Policy, 39(2), 303-320. https://doi.org/10.1080/02680939.2023.2210102
Radojlovic, J., Kilibarda, T., Radevic, S., Maricic, M., Parezanovic, K., Djordjic, M., Colovic, S., Radmanovic, B., Sekulic, M., Djordjevic, O., Niciforovic, J., Simic, I., Janicijevic, K., y Radovanovi, S. (2022). Attitudes of primary school teachers toward inclusive education. Frontiers in Psychology, 13(6), 891930. https://doi.org/10.3389/fpsyg.2022.891930
Reyes, A. D. (2023). ¿Revisiones sistemáticas en educación? Revista de Ciencias Sociales (Ve), XXIX(4), 509-520. https://produccioncientificaluz.org/index.php/rcs/article/view/41273
Shutaleva, A., Martyushev, N., Nikonova, Z., Savchenko, I., Kukartsev, V., Tynchenko, V., y Tynchenko, Y. (2023). Sustainability of inclusive education in schools and higher education: Teachers and students with special educational needs. Sustainability, 15(4), 3011. https://doi.org/10.3390/su15043011
Simón-Isidoro, S., y Álvarez-Herranz, A. (2023). Bibliometric analysis on cultural tourism and depopulation in rural areas. Revista de Ciencias Sociales (Ve), XXIX(E-8), 19-39. https://doi.org/10.31876/rcs.v29i.40934
Slowík, J., Gažáková, E., Holeček, V., y Zachová, M. (2023). Comprehensive support for pupils at risk of school failure in inclusive education: Theory and school practice in the Czech Republic. International Journal of Inclusive Education, 27(7), 834-850. https://doi.org/10.1080/13603116.2021.1879950
Valdés, R., y Gómez-Hurtado, I. (2023). Barriers and facilitators for leading the development of inclusive school cultures in Chile. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2023.2241861
Vallejos, V., y Castro, L. (2023). Educación Inclusiva: Percepción de una comunidad Educativa. Human Review, 17(2), 2-11.
Walton, E. (2023). Why inclusive education falters: a Bernsteinian analysis. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2023.2241045
Wray, E., Sharma, U., y Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. https://doi.org/10.1016/j.tate.2022.103800
Alkhateeb, N., Alrubaian, A., y Tamakloe, D. (2023). A dialogical inquiry of elementary school teachers’ perspectives on inclusive education of students with Special Education Needs and Disability (SEND). SAGE Open, 13(2), 1-11. https://doi.org/10.1177/21582440231162056
Azorín, C. M., y Martínez, C. (2023). Educación inclusiva en tiempos de pandemia. Revista Complutense de Educacion, 34(1), 57-67. https://doi.org/10.5209/rced.76761
Bragg, K. M., Marchand, G. C., Hilpert, J. C., y Cummings, J. L. (2022). Using bibliometrics to evaluate outcomes and influence of translational biomedical research centers. Journal of Clinical and Translational Science, 6(1), e72. https://doi.org/10.1017/cts.2021.863
Delgado, K. E., Vivas, D. A., Carrión, C. B., y Reyes, B. D. C. (2022). Educación inclusiva en América Latina: Trayectorias de una educación segmentada. Revista de Ciencias Sociales (Ve), XXVIII(E-5), 18-35. https://doi.org/10.31876/rcs.v28i.38142
Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., y Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213. https://doi.org/10.18662/brain/12.3/227
Deng, S., y Xia, S. (2020). Mapping the interdisciplinarity in information behavior research: A quantitative study using diversity measure and co-occurrence analysis. Scientometrics, 124(1), 489-513. https://doi.org/10.1007/s11192-020-03465-x
Echeita, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula Abierta, 46(2), 17-24. https://doi.org/10.17811/rifie.46.2.2017.17-24
Flecha, R. (Ed.) (2015). INCLUD-ED Consortium: Successful educational actions for inclusion and social cohesion in Europe. Springer.
Florian, L. (2019). On the necessary co-existence of special and inclusive education. International Journal of Inclusive Education, 23(8), 691-704. https://doi.org/10.1080/13603116.2019.1622801
Goksu, İ. (2021). Bibliometric mapping of mobile learning. Telematics and Informatics, 56, 101491. https://doi.org/10.1016/j.tele.2020.101491
Gülsün, İ., Malinen, O.-P., Yada, A., y Savolainen, H. (2023). Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour. Teaching and Teacher Education, 132, 1-12. https://doi.org/10.1016/j.tate.2023.104228
Haitembu, R. K., y Maarman, R. (2023). The Namibian inclusive education policy's response to gender nonconforming learners. Journal of Research in Special Educational Needs, 23(2), 116-125. https://doi.org/10.1111/1471-3802.12584
Jacob, U. S., y Pillay, J. (2022). A comparative study of pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education. Frontiers in Education, 7, 1012797. https://doi.org/10.3389/feduc.2022.1012797
Kaščák, O., y Strouhal, M. (2023). Inclusion discourses in contemporary Slovak education policy – From the individual to the community and from right to performance. European Journal of Education, 58(2), 197-208. https://doi.org/10.1111/ejed.12556
Khan, A., Goodell, J. W., Hassan, M. K., y Paltrinieri, A. (2022). A bibliometric review of finance bibliometric papers. Finance Research Letters, 47(Part-A), 1012520. https://doi.org/10.1016/j.frl.2021.102520
Kielblock, S., y Woodcock, S. (2023). Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education. Teaching and Teacher Education, 122, 103922. https://doi.org/10.1016/j.tate.2022.103922
Knight, C., Conn, C., Crick, T., y Brooks, S. (2023). Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis. Educational Review. https://doi.org/10.1080/00131911.2023.2222235
Lai, C. (2020). Trends of mobile learning: A review of the top 100 highly cited papers. British Journal of Educational Technology, 51(3), 721-742. https://doi.org/10.1111/bjet.12884
Larios, R. J., y Zetlin, A. (2023). Challenges to preparing teachers to instruct all students in inclusive classrooms. Teaching and Teacher Education, 121, 103945. https://doi.org/10.1016/j.tate.2022.103945
Lindner, K.-T., y Schwab, S. (2020). Differentiation and individualisation in inclusive education: A systematic review and narrative synthesis. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1813450
Lyra, O., Koullapi, K., y Kalogeropoulou, E. (2023). Fears towards disability and their impact on teaching practices in inclusive classrooms: An empirical study with teachers in Greece. Heliyon, 9(5), e16332. https://doi.org/10.1016/j.heliyon.2023.e16332
Mansur, H., Utama, A. H., Mohd, M. H., Sari, N. P., Jamaludin, K. A., y Pinandhita, F. (2023). Development of Inclusive Education Learning Design in the Era of Society 5.0. Social Sciences, 12(1), 35. https://doi.org/10.3390/socsci12010035
Martelo, P. M., Martelo, R. J., y Franco, D. A. (2022). Bibliometric analysis about digital dentistry. Journal of Nambian Studies, 31, 362-374. https://namibian-studies.com/index.php/JNS/article/view/4611
Moed, H. F., Aisati, M., y Plume, A. (2013). Studying scientific migration in Scopus. Scientometric, 94, 929-942. https://doi.org/10.1007/s11192-012-0783-9
Nolazco, F. A., Menacho, J. D., Maita, D., y Luque, N. M. (2023). Systemic review on personnel selection from the perspective of the labor organization and the candidate. Revista de Ciencias Sociales (Ve), XXIX(3), 54-69. https://doi.org/10.31876/rcs.v29i3.40695
Opoku-Nkoom, I., y Ackah-Jnr, F. R. (2023). Investigating inclusive education in primary schools in Ghana: What inclusive cultures, environment, and practices support implementation? Support for Learning, 38(1), 17-36. https://doi.org/10.1111/1467-9604.12435
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura - UNESCO (2016). Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4. UNESCO. https://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura - UNESCO (2020). Global Education Monitoring Report, 2020. Inclusion and education: All means all. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373718
Paulsrud, D. (2024). Resolving dilemmas: Swedish special educators and subject teachers’ perspectives on their enactment of inclusive education. Journal of Education Policy, 39(2), 303-320. https://doi.org/10.1080/02680939.2023.2210102
Radojlovic, J., Kilibarda, T., Radevic, S., Maricic, M., Parezanovic, K., Djordjic, M., Colovic, S., Radmanovic, B., Sekulic, M., Djordjevic, O., Niciforovic, J., Simic, I., Janicijevic, K., y Radovanovi, S. (2022). Attitudes of primary school teachers toward inclusive education. Frontiers in Psychology, 13(6), 891930. https://doi.org/10.3389/fpsyg.2022.891930
Reyes, A. D. (2023). ¿Revisiones sistemáticas en educación? Revista de Ciencias Sociales (Ve), XXIX(4), 509-520. https://produccioncientificaluz.org/index.php/rcs/article/view/41273
Shutaleva, A., Martyushev, N., Nikonova, Z., Savchenko, I., Kukartsev, V., Tynchenko, V., y Tynchenko, Y. (2023). Sustainability of inclusive education in schools and higher education: Teachers and students with special educational needs. Sustainability, 15(4), 3011. https://doi.org/10.3390/su15043011
Simón-Isidoro, S., y Álvarez-Herranz, A. (2023). Bibliometric analysis on cultural tourism and depopulation in rural areas. Revista de Ciencias Sociales (Ve), XXIX(E-8), 19-39. https://doi.org/10.31876/rcs.v29i.40934
Slowík, J., Gažáková, E., Holeček, V., y Zachová, M. (2023). Comprehensive support for pupils at risk of school failure in inclusive education: Theory and school practice in the Czech Republic. International Journal of Inclusive Education, 27(7), 834-850. https://doi.org/10.1080/13603116.2021.1879950
Valdés, R., y Gómez-Hurtado, I. (2023). Barriers and facilitators for leading the development of inclusive school cultures in Chile. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2023.2241861
Vallejos, V., y Castro, L. (2023). Educación Inclusiva: Percepción de una comunidad Educativa. Human Review, 17(2), 2-11.
Walton, E. (2023). Why inclusive education falters: a Bernsteinian analysis. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2023.2241045
Wray, E., Sharma, U., y Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. https://doi.org/10.1016/j.tate.2022.103800
Published
2024-09-13
How to Cite
Martelo Gómez, P. M., Martelo Gómez, R. J., & Franco Borré, D. A. (2024). Análisis bibliométrico sobre la educación inclusiva en Colombia. Revista De Ciencias Sociales, 30(3), 120-135. https://doi.org/10.31876/rcs.v30i3.42654
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