Inclusive education in progress

Autor(en)

Fiona Smyth, Michael Shevlin, Tobias Buchner, Gottfried Biewer, Paula Flynn, Camille Latimier, Jan Siska, Martin Mario Toboso, Susana, Diaz Rodriquez, Miquel A.V. Ferreira

Abstrakt

This paper seeks to compare the evolution of inclusive education policy in the four countries of an EU-funded research project (QualiTYDES) operating under the shared policy environment of the UN, EU and European Commission. A shared policy cannot of course be assumed to result in common legislative or provisional outcomes at national level. The different sociocultural, political, historical and economic contexts in each country shape its journey towards ‘compliance’ with an international convention (both pre- and post-ratification), and neither the route nor the destination can be assumed to be shared, given the scope for different interpretations of the same texts. This paper places the implementation trajectories of four European countries side by side as they attempt to move towards ‘inclusive’ education systems. Following a brief overview of the international education policy environment relating to the education of people with disabilities, we describe the national education policy responses in Ireland, Austria, Spain and Czech Republic in recent decades, including both legislation pertaining to special educational need and implementation of policies in practice. The comparison highlights the different manifestations of inclusive education current in each country, and also explores the challenges which have arisen as individual countries attempt to align international policy with provision in existing education systems, each with their own legacy interests, pressures and priorities. Examples of ‘gaps’ in this alignment are where learners with disabilities/SEN are likely to be failed, and represent the critical points at which barriers to fully inclusive education arise and negatively impact opportunity over the life course.

Organisation(en)

Institut für Bildungswissenschaft, Institut für Lehrer*innenbildung

Externe Organisation(en)

University of Dublin, Universidad Complutense De Madrid, Universidad Nacional de Educacion a Distancia (UNED), Spanish National Research Council (CSIC), Charles University Prague, Trinity College Dublin

Journal

European Journal of Special Needs Education

Band

29

Seiten

433-445

Anzahl der Seiten

13

ISSN

0885-6257

DOI

https://doi.org/10.1080/08856257.2014.922797

Publikationsdatum

2014

Peer-reviewed

Ja

ÖFOS 2012

503026 Sonder- und Heilpädagogik, 503001 Allgemeine Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Education, Developmental and Educational Psychology, Health Professions (miscellaneous)

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/72640987-fdd7-4676-a866-d10e0de88d0d