An integrative review (IR) of (intersectional) inclusive pedagogies for students with special educational needs and/or disabilities (SEND)

Abstract The article conducts an integrative review of articles published from 2013 to 2023 that discuss theoretical, empirical and intersectional dimensions of inclusive pedagogies for students with special educational needs and/or disabilities (SEND). The aim was to develop an understanding of definitions and applications of SEND‐related inclusive pedagogies to create an integrated mapping of their disparate understandings and applications for this group of students. The following questions guide the analysis: (1) What are the different understandings and enactments of inclusive pedagogies for students designated as having SEND? (2) What is ‘special’ about inclusive pedagogies? (3) In what ways are these pedagogies informed by and address the intersectional needs of students with SEND? The necessity of this analysis lies in the fact that inclusive education reforms necessitate a clear articulation of the meaning and application of inclusive pedagogies in creating effective and non‐discriminatory learning environments for students with SEND who might be located at the intersections of more than one minoritised status. Such an approach is a sine qua non in fulfilling the aims of a rights‐based, equitable and effective education reform agenda towards inclusive education. Findings indicate that inclusive pedagogies captured through anti‐ableist discourses and framed against teachers' role as agents of positive interactions and meaningful learning processes, combined with Universal Design and differentiation, including technology use, are signifiers of current perspectives on inclusive pedagogy. Findings also indicate the critical role of professional expertise and specialist/specialised knowledge for SEND and highlight the imperative of addressing the lack of attention to the intersectional dimensions of inclusive pedagogies.