Inclusive Education in Progress: Policy Evolution in Four European Countries

Autor/inn/en	Smyth, Fiona; Shevlin, Michael; Buchner, Tobias; Biewer, Gottfried; Flynn, Paula; Latimier, Camille; Šiška, Jan; Toboso-Martín, Mario; Rodríguez Díaz, Susana; Ferreira, Miguel A. V.
Titel	Inclusive Education in Progress: Policy Evolution in Four European Countries
Quelle	In: European Journal of Special Needs Education, 29 (2014) 4, S.433-445 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2014.922797
Schlagwörter	Inclusion; Mainstreaming; Educational Policy; Educational Legislation; International Cooperation; Disabilities; Special Education; Regular and Special Education Relationship; Foreign Countries; Cross Cultural Studies; Educational History; Comparative Analysis; Austria; Czech Republic; European Union; Ireland; Spain + Suchen Sie Ihr Suchwort? Inklusion; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Internationale Kooperation; Internationale Zusammenarbeit; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Cultural comparison; Kulturvergleich; History of education; Bildungsgeschichte; Österreich; Tschechische Republik; Irland; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10