Discourses on Inclusion, Citizenship and Categorizations of "Special" in Education Policy: The Case of Negotiating Change in the Governing of Vocational Special Needs Education in Finland

Autor/in	Hakala, Katariina
Titel	Discourses on Inclusion, Citizenship and Categorizations of "Special" in Education Policy: The Case of Negotiating Change in the Governing of Vocational Special Needs Education in Finland
Quelle	In: European Educational Research Journal, 9 (2010) 2, S.269-283 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2010.9.2.269
Schlagwörter	State Schools; Special Schools; Inclusive Schools; Mental Retardation; Ethnography; Interviews; Educational Change; Foreign Countries; Educational Policy; Special Needs Students; Teacher Attitudes; Classification; Discourse Analysis; Vocational Education; Educational Administration; Governance; Finland + Suchen Sie Ihr Suchwort? Staatliche Schule; Special school; Sonderschule; Inclusive school; Integrative Schule; Geistige Behinderung; Ethnografie; Interviewing; Interviewtechnik; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Classification system; Klassifikation; Klassifikationssystem; Diskursanalyse; Ausbildung; Berufsbildung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Finnland
Abstract	This article deals with the negotiation process deciding the institutional organization of vocational special needs education and training in Finland. Traditionally, the state has been a strong actor in organizing vocational special needs education in Finland. At the beginning of 2009, however, all five state-maintained vocational special schools were administratively merged with vocational special schools of non-governmental not-for-profit organizations. Three of these former state schools are institutions that have long traditions in organizing care, education and training for people with intellectual disabilities, which is the starting point for the study that this article is based on. The article focuses on research that has documented the change process in these three schools by visiting the schools, gathering ethnographic data and interviewing the head teachers about the process. The article analyzes discursive meanings of the concept of inclusion and different categorizations of "special" constructed in the data. The results of the analysis show that there is ambivalence in the formulation of ideas of inclusion and exclusion in the educational policy of vocational special needs education and training, as the policy on the one hand supports full inclusion and, on the other, legitimates the separated vocational special schools. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10