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- Barow, Thomas, 1969, et al.
(författare)
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Inclusive Education in Sweden: Policy, Politics, and Practice
- 2021
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Ingår i: Hanssen, N. B., Hansén, S.-E. & Ström, K. (eds.). Dialogues between Northern and Eastern Europe on the development of inclusion : theoretical and practical perspectives /edited by Natallia Bahdanovich Hanssen, Sven-Erik Hansén, Kristina Ström.. - London : Routledge. - 9780367409890 ; , s. 35-51
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Bokkapitel (refereegranskat)abstract
- Swedish education policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, and solidarity as an instrument to promote social inclusion and equality. However, over the past decades, Sweden has undergone a dramatic transformation. The aim of this paper is to trace the development of inclusive education in Sweden from the 1990s to today. Based on research literature and sources, including statistics, the authors discuss the last three decades of Swedish education policy and practice, in which they identify a tendency towards the marginalisation and segregation of vulnerable student groups. The relevant factors are disability, gender, migration, and social background. Regarding inclusion, gaps between political intention and implementation exist. Although inclusion in education is a self-evident right, the authors conclude that this cannot be equated with inclusive education. Enormous efforts are necessary to foster inclusive learning environments that acknowledge, celebrate, and further develop the strengths of all learners.
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| 2. |
- Kalinnikova Magnusson, Liya, Universitetslektor, 1962-, et al.
(författare)
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Development of special education in Moldova: paradoxes as to inclusion
- 2021
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Ingår i: Dialogues between Northern and Eastern Europe on the Development of Inclusion : Theoretical and Practical Perspectives. - England : Routledge. - 9780367409890
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Bokkapitel (refereegranskat)abstract
- Countries of Central Eastern Europe despite their common colonial, nazi racism and communist ideological pressure background have experienced a nexus of local challenges toward inclusion. In the 1990s the ‘trail to inclusion’ was fully “…riddled with uncertainness, disputes and contradictions”. The overall trend of a response to the development of inclusion in these countries gained its certainty “within the context of general educational provision” and reforms under the influence and adoption of the Salamanca Statements and Framework of Actions in 1994. The latest generalization of research findings, investigated under the overall purpose of ‘what is known about inclusive education in Eastern Europe’ carried out by Stepaniuk in 2018, introduced inclusive education (within the time frame between 2005-2016) through the identification of a number of ‘barriers for inclusive education’ and ‘a policy-practice gap and responsibilities within systems’ in these countries. The investigation stressed that even though Eastern European and former Soviet states have filled their trails to inclusive education through a number of educational reforms, responding to Salamanca and other global statements in disability and education, the long-held beliefs, coloured by the inherited ideology of discrimination and exclusionary proprieties towards difference and disability – even though this is the fact, they have one of the strongest entrenched practice in this region. However, diversification in current trails to inclusive education is a refraction of a broader spectrum of interconnections among political, economic and social circumstances in each country. The research investigation in the present article, will be focusing on Moldova’ context of social-cultural historical origins and political choices and practice, discussing educational arrangements towards inclusion.This is a qualitative study, with relevant peer review resources connected to the research question and national documents of educational reforms towards inclusion retrospectively and contemporary, analysed by a content analysis approach. This study utilises long term statistics completed by the respective international agencies as a result of regular monitoring of an implementation of educational reforms and the National Bureau of Statistics. Main findings were composed in three big themes: adaptation of the Soviet pattern of special education; ‘endemic stress’ of breaking the pattern and paradoxes of resolution
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