From special to inclusive education policies in Austria

Autor(en)

Tobias Buchner, Michelle Proyer

Abstrakt

This paper is concerned with the developments of inclusive education policies and their impact on teacher education in Austria today. As we argue, most policies concerning inclusive education are still reduced to a focus on disability. Such an approach can be explained, but not legitimised, by the historical development of the education of students with disabilities, which engendered specific tendencies in the evolution of policies of inclusive education and teacher education for inclusion. This policy evolution can be divided into three phases, which we analyse in detail in this paper: (1) the building of the special school system (the 1960s to mid 1980s), (2) establishing ‘integrative education’ structures and practices (mid 1980s – mid 2000s), and (3) efforts to make the Austrian education system more inclusive (2007 until today). The recent phase included a reform of teacher education for inclusive education, which, on the one hand, supports specific aspects of inclusive education, but, on the other hand, is still influenced by individual model discourses, rooted in the 1960s, such as binary groupings of students (dis/abled).

Organisation(en)

Institut für Lehrer*innenbildung, Institut für Bildungswissenschaft

Externe Organisation(en)

FH OÖ Campus Linz

Journal

European Journal of Teacher Education

Band

43

Seiten

83-94

Anzahl der Seiten

12

ISSN

0261-9768

DOI

https://doi.org/10.1080/02619768.2019.1691992

Publikationsdatum

01-2020

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Education

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucris.univie.ac.at/portal/de/publications/from-special-to-inclusive-education-policies-in-austria(c895ca7b-1a17-4ed9-a45a-2c4b2e812dd5).html