A Scoping Review on Teacher Agency for Inclusive Education: Mapping Existing Evidence and Conceptual Frameworks

In recent years, inclusive education research in Italy and internationally has reflected upon teacher agency and its implications for students’ full inclusion. Since teacher agency for inclusive education is an emerging theoretical construct, interpreted in different ways in the literature, it is first necessary to aggregate existing studies, appraising both theoretical conceptualizations and available evidence. To this objective, we conducted a systematic scoping review of recent international literature on the topic. Eight theoretical frameworks emerged from the literature. Also, barriers to teacher agency were mapped. Among those, the absence of structural resources, the dominant ableist culture, the perceived inadequacy in the relationship with the students with disability, the special education teacher unpreparedness on specific learning contents, the marginalization of the special education teacher, the absence of shared planning, and the lack of school administration support. On the other hand, teachers proved they are capable of change towards more inclusive practices thanks to resilience, teamwork, and beliefs on students’ abilities.