English   español  
Please use this identifier to cite or link to this item: http://hdl.handle.net/10261/116008
Share/Impact:
Statistics
logo share SHARE logo core CORE   Add this article to your Mendeley library MendeleyBASE

Visualizar otros formatos: MARC | Dublin Core | RDF | ORE | MODS | METS | DIDL
Exportar a otros formatos:
Title

Inclusive education in progress: policy evolution in four European countries

AuthorsSmyth, Fiona; Shevlin, Michael; Buchner, Tobias; Biewer, Gottfried; Flynn, Paula; Latimier, Camille; Šiška, Jan; Toboso-Martín, Mario ; Rodríguez Díaz, Susana; Ferreira, Miguel A. V.
Keywordseducation policy; policy comparison; provision comparison; inclusive education; special needs education
Issue Date2014
PublisherTaylor & Francis
CitationEuropean Journal of Special Needs Education, Volume 29, Issue 4
AbstractThis 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.
Publisher version (URL)http://www.tandfonline.com/doi/abs/10.1080/08856257.2014.922797
URIhttp://hdl.handle.net/10261/116008
DOI10.1080/08856257.2014.922797
ISSN0885-6257
Appears in Collections:(CCHS-IFS) Artículos
Files in This Item:
There are no files associated with this item.
Show full item record
Review this work
 

Related articles:


WARNING: Items in Digital.CSIC are protected by copyright, with all rights reserved, unless otherwise indicated.