Educational inclusion and satisfaction of families of students with intellectual disabilities: a bibliometric study.
| العنوان: | Educational inclusion and satisfaction of families of students with intellectual disabilities: a bibliometric study. |
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| المؤلفون: | Tebar-Yébana S; Doctoral School, Catholic University of Valencia San Vicente Mártir, Valencia, Spain.; Department of Specific Educational Needs and Attention to Diversity, Faculty of Education Sciences, Catholic University of Valencia San Vicente Mártir, Valencia, Spain., Navarro-Mateu D; Department of Specific Educational Needs and Attention to Diversity, Faculty of Education Sciences, Catholic University of Valencia San Vicente Mártir, Valencia, Spain., Gómez-Domínguez MT; Department of Specific Educational Needs and Attention to Diversity, Faculty of Education Sciences, Catholic University of Valencia San Vicente Mártir, Valencia, Spain., Gómez-Dominguez V; Faculty of Education Sciences, International University of Valencia, Valencia, Spain. |
| المصدر: | Frontiers in psychology [Front Psychol] 2024 Mar 22; Vol. 15, pp. 1335168. Date of Electronic Publication: 2024 Mar 22 (Print Publication: 2024). |
| نوع المنشور: | Systematic Review |
| اللغة: | English |
| بيانات الدورية: | Publisher: Frontiers Research Foundation Country of Publication: Switzerland NLM ID: 101550902 Publication Model: eCollection Cited Medium: Print ISSN: 1664-1078 (Print) Linking ISSN: 16641078 NLM ISO Abbreviation: Front Psychol Subsets: PubMed not MEDLINE |
| أسماء مطبوعة: | Original Publication: Pully, Switzerland : Frontiers Research Foundation |
| مستخلص: | This bibliometric study scrutinizes the corpus of scientific output within the Web of Science pertaining to familial satisfaction among parents raising children with intellectual disabilities, focusing specifically on the milieu of educational inclusion. The analysis discerns a discernible ascension in scholarly interest in this domain, encapsulating 77 papers emanating from 75 journals, incorporating an aggregate of 3,497 cited references. Our investigation delineated 354 researchers across 39 nations, underscoring the transnational purview of this scholarly endeavor. The United States emerged as the pre-eminent contributor, with Canada and the United Kingdom following suit. Collaboration on an international scale was notably led by the US, with the UK and Australia trailing in tandem. Prominent institutions were identified for their scholarly output; the University of Kansas led with four papers, followed closely by Monash University, University of California Los Angeles, and University of California Riverside, each contributing three papers. Of particular note, the University of Kansas accrued 250 global citations (TGCS). A total of 75 journals were encompassed in this study. The Journal of Intellectual Disability Research emerged as the vanguard with four published papers, closely trailed by Child Care Health and Development and Exceptional Children. Notably, the latter boasted the highest impact factor (JCR = 4.09; Q1). In summation, this review proffers a meticulous and expansive overview of extant scholarship concerning the experiences of families rearing children with disabilities within the inclusive education framework. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2024 Tebar-Yébana, Navarro-Mateu, Gómez-Domínguez and Gómez-Dominguez.) |
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| فهرسة مساهمة: | Keywords: bibliometrics; disability; families; inclusive education; satisfaction |
| تواريخ الأحداث: | Date Created: 20240408 Latest Revision: 20240409 |
| رمز التحديث: | 20240409 |
| مُعرف محوري في PubMed: | PMC10995399 |
| DOI: | 10.3389/fpsyg.2024.1335168 |
| PMID: | 38586293 |
| قاعدة البيانات: | MEDLINE |
| تدمد: | 1664-1078 |
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| DOI: | 10.3389/fpsyg.2024.1335168 |