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Unpacking Systemic Contradictions in Inclusive Education Through a Cultural-Historical Activity Theoretical Analysis.

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Title: Unpacking Systemic Contradictions in Inclusive Education Through a Cultural-Historical Activity Theoretical Analysis.
Authors: Yoo, Jahyun (AUTHOR), Bal, Aydin (AUTHOR)
Source: Exceptional Children. Jul2026, Vol. 92 Issue 4, p398-419. 22p.
Subjects: Inclusive education, Activity theory (Sociology), Disabilities, Discrimination (Sociology), Elementary schools, Early intervention (Education), Cooperativeness
Geographic Terms: United States
Abstract: This systematic review examines the systemic contradictions hindering the implementation of inclusive education for students with disabilities in U.S. elementary schools through the lens of Cultural-Historical Activity Theory. The present synthesis of 16 empirical studies identified systemic contradictions within and across the general and special education systems, including tensions in tools, rules, and roles perpetuating exclusionary practices. Findings show that entrenched individualistic and deterministic ideologies, fragmented collaboration, and inadequate resources exacerbate and perpetuate exclusionary practices, therefore marginalizing students with disabilities. This review underscores the critical need for systemic, equity-driven solutions, including reimagining accountability systems, fostering collaborative cultures and infrastructures, and addressing the intersectional needs of students with disabilities by amplifying the experiences, interests, goals, and dreams of students with disabilities and their families. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Unpacking Systemic Contradictions in Inclusive Education Through a Cultural-Historical Activity Theoretical Analysis.
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Jul2026, Vol. 92 Issue 4, p398-419. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Activity+theory+%28Sociology%29%22">Activity theory (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Discrimination+%28Sociology%29%22">Discrimination (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperativeness%22">Cooperativeness</searchLink>
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  Data: This systematic review examines the systemic contradictions hindering the implementation of inclusive education for students with disabilities in U.S. elementary schools through the lens of Cultural-Historical Activity Theory. The present synthesis of 16 empirical studies identified systemic contradictions within and across the general and special education systems, including tensions in tools, rules, and roles perpetuating exclusionary practices. Findings show that entrenched individualistic and deterministic ideologies, fragmented collaboration, and inadequate resources exacerbate and perpetuate exclusionary practices, therefore marginalizing students with disabilities. This review underscores the critical need for systemic, equity-driven solutions, including reimagining accountability systems, fostering collaborative cultures and infrastructures, and addressing the intersectional needs of students with disabilities by amplifying the experiences, interests, goals, and dreams of students with disabilities and their families. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194392928
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        Value: 10.1177/00144029251399962
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        Text: English
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        Type: general
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      – SubjectFull: Elementary schools
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              Text: Jul2026
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              Y: 2026
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