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已发表论文
融合主流学校中特殊教育需要学生的社会教育支持：一项系统综述
Authors Wang W
Received 29 October 2025
Accepted for publication 31 December 2025
Published 14 January 2026 Volume 2026:19 577631
DOI https://doi.org/10.2147/PRBM.S577631
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 3
Editor who approved publication: Dr Gabriela Topa
Wei Wang1,2
1Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, 311121 People’s Republic of China; 2Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou, 311121, People’s Republic of China
Correspondence: Wei Wang, Jing Hengyi School of Education, Hangzhou Normal University, Yuhangtang Road 2318, Hangzhou, 311121, People’s Republic of China, Email wangw8455@163.com
Abstract: This systematic review, conducted in accordance with PRISMA guidelines, synthesizes fourteen empirical literatures (2010– 2025) through an extensive inclusion/exclusion criteria search from PubMed, Scopus, and Web of Science to analyze the dual role of teachers in (1) delivering evidence-based instructional practices and (2) orchestrating support systems for students with special educational needs (SEN) in inclusive classrooms. The study critically evaluates how social-pedagogical support encompassing teacher collaboration, teaching assistant partnerships, and family engagement mediates academic outcomes, psychological adaptation, and social integration. The findings demonstrate that teachers serve as pivotal agents of inclusion, leveraging scaffolded instruction, differentiated pedagogy, and assistive technologies to personalize students’ learning experiences. While such practices significantly improve academic performance and socio-emotional development, systemic barriers (eg, insufficient professional training, resource limitations, and high student-teacher ratios) constrain optimal implementation. The review advances the field by proposing a conceptual framework that links teacher practices, support mechanisms, and SEN student success while highlighting urgent policy gaps in educator preparedness and resource allocation.
Keywords: special educational needs, SEN, social-pedagogical support, teaching, social competency, review
1Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, 311121 People’s Republic of China; 2Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou, 311121, People’s Republic of China
Correspondence: Wei Wang, Jing Hengyi School of Education, Hangzhou Normal University, Yuhangtang Road 2318, Hangzhou, 311121, People’s Republic of China, Email wangw8455@163.com
Abstract: This systematic review, conducted in accordance with PRISMA guidelines, synthesizes fourteen empirical literatures (2010– 2025) through an extensive inclusion/exclusion criteria search from PubMed, Scopus, and Web of Science to analyze the dual role of teachers in (1) delivering evidence-based instructional practices and (2) orchestrating support systems for students with special educational needs (SEN) in inclusive classrooms. The study critically evaluates how social-pedagogical support encompassing teacher collaboration, teaching assistant partnerships, and family engagement mediates academic outcomes, psychological adaptation, and social integration. The findings demonstrate that teachers serve as pivotal agents of inclusion, leveraging scaffolded instruction, differentiated pedagogy, and assistive technologies to personalize students’ learning experiences. While such practices significantly improve academic performance and socio-emotional development, systemic barriers (eg, insufficient professional training, resource limitations, and high student-teacher ratios) constrain optimal implementation. The review advances the field by proposing a conceptual framework that links teacher practices, support mechanisms, and SEN student success while highlighting urgent policy gaps in educator preparedness and resource allocation.
Keywords: special educational needs, SEN, social-pedagogical support, teaching, social competency, review