What Is Inclusive Education? Voices and Views From a Carpentry Classroom Workshop

  1. Rafel Argemí‐Baldich 1
  2. Paulo Padilla Petry 1
  3. María Inés Massot‐Lafón 1
  1. 1 Universitat de Barcelona

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Social Inclusion

ISSN: 2183-2803

Year of publication: 2022

Volume: 10

Issue: 2

Pages: 75-84

Type: Article

DOI: 10.17645/SI.V10I2.5099 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Social Inclusion


Cited by

  • Scopus Cited by: 2 (15-09-2023)
  • Web of Science Cited by: 1 (17-09-2023)
  • Dimensions Cited by: 1 (25-03-2023)

JCR (Journal Impact Factor)

  • Year 2022
  • Journal Impact Factor: 1.5
  • Journal Impact Factor without self cites: 1.5
  • Article influence score: 0.67
  • Best Quartile: Q3
  • Area: SOCIAL SCIENCES, INTERDISCIPLINARY Quartile: Q3 Rank in area: 72/110 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2022
  • SJR Journal Impact: 0.472
  • Best Quartile: Q2
  • Area: Sociology and Political Science Quartile: Q2 Rank in area: 391/1381
  • Area: Social Psychology Quartile: Q3 Rank in area: 158/299


  • Social Sciences: A

Scopus CiteScore

  • Year 2022
  • CiteScore of the Journal : 3.0
  • Area: Sociology and Political Science Percentile: 77
  • Area: Social Psychology Percentile: 52

Journal Citation Indicator (JCI)

  • Year 2022
  • Journal Citation Indicator (JCI): 0.85
  • Best Quartile: Q2
  • Area: SOCIAL SCIENCES, INTERDISCIPLINARY Quartile: Q2 Rank in area: 91/265


(Data updated as of 25-03-2023)
  • Total citations: 1
  • Recent citations: 1


Theories of inclusive education usually assume the schooling of all students within the same educational contexts, focusing on presence, participation, and success. However, the current implementation of inclusive education in regular schools has encountered resistance and difficulties that have led to special education schools assuming a complementary role in ensuring that all students’ educational needs are met. In this context, the limited scope of inclusive education theories is evident. Therefore, the present case study addresses the need to develop new theories to adapt inclusive practices to a carpentry classroom workshop. Our research took place in a carpentry classroom workshop in a Catalan special education school and aimed to identify the various meanings that participants (students and teachers) give to inclusive education, especially regarding presence, participation, success, and relationships between students. The results indicate that, while literature on inclusive education is divergent, literature on the Sloyd methodology converges. In conclusion, we invite readers to consider the need for more research on inclusive education in a given context and in relation to the Sloyd educational methodology.