Analysing Support in Inclusive Education Systems -- A Comparison of Inclusive School Development in Iceland and Canada since the 1980s Focusing on Policy and In-School Support

Autor/inn/en	Köpfer, Andreas; Óskarsdóttir, Edda
Titel	Analysing Support in Inclusive Education Systems -- A Comparison of Inclusive School Development in Iceland and Canada since the 1980s Focusing on Policy and In-School Support
Quelle	In: International Journal of Inclusive Education, 23 (2019) 7-8, S.876-890 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1624844
Schlagwörter	Foreign Countries; Inclusion; Cultural Differences; Educational Practices; Students with Disabilities; Educational History; Special Education; Regular and Special Education Relationship; Student Rights; Iceland; Canada + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Kultureller Unterschied; Bildungspraxis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; History of education; Bildungsgeschichte; Special needs education; Sonderpädagogik; Sonderschulwesen; Island; Kanada
Abstract	This paper compares the systems of support in inclusive education in Canadian and Icelandic schools. The rationale for comparing these two support systems is grounded in the idea that they were developed in two countries with a long tradition of inclusive school development. They shifted the responsibility and the necessity of support for all learners towards the regular school, as it is embedded in the Salamanca Statement. The comparison is based on research findings from two comprehensive qualitative studies on inclusive education (Óskarsdóttir 2017. "Constructing Support as Inclusive Practice: A Self-Study." Doctoral Thesis University of Iceland, Reykjavík; Koepfer 2013. "Inclusion in Canada." Bad Heilbrunn: Klinkhardt) and is focused on the role of support as an integral part of inclusive practices. A system of support can be considered an inevitable pillar of inclusive education, in order to remove barriers, to enable participation in educational and social activities and to ensure equitable access to learning. Although the organisation and implementation of support is contextualised and bound in different historical and political frameworks, this international comparison shows that both countries -- with all its ambivalences and conflictual settings -- emphasise a human-rights based understanding of inclusion. They are on a cultural transformation process of schools to implement support for all pupils. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01