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

Köpfer, Andreas; Óskarsdóttir, Edda

doi:10.1080/13603116.2019.1624844

Cited by 15 publications

(8 citation statements)

References 22 publications

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“…However, the seductive nature of a dual system is common throughout the world (Buchner & Thompson, 2021) and many countries, including Australia, espouse and even actively support inclusive education, while continuing to fund segregation. The term ‘segregation’ is used to describe special schooling for students with disability and the term ‘desegregation’ has been used to describe the process of closing special (segregated) schools and progress inclusive education reform (Au Coin et al, 2020; Köpfer & Óskarsdóttir, 2019).…”

Section: Introductionmentioning

confidence: 99%

Societal, systemic, school and family drivers for and barriers to inclusive education

Carrington

Lassig

Maia-Pike

et al. 2022

Australian Journal of Education

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Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia’s lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this does not go far enough, as there is no commitment to diminish segregated schooling for students with disability. This lack of action works against the effective implementation of the policy. Using the Framework of Drivers for and Barriers to the Closure of Special Schools, we conducted a thematic analysis focussing on societal, systemic, school and family drivers for and barriers to educational desegregation. Our findings indicate where and why discrimination, segregation and exclusion remain strongly embedded in our society and education system. We provide recommendations for future reforms to the Disability Standards for Education in Australia.

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Section: Introductionmentioning

confidence: 99%

Societal, systemic, school and family drivers for and barriers to inclusive education

Carrington

Lassig

Maia-Pike

et al. 2022

Australian Journal of Education

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“…Dyssegaard et al [18] attest that the success of inclusive education for a student with diverse needs rests on the resources in the schools, teacher access to continued professional development, and the availability of professionals with knowledge of diverse teaching methods that suit students with diverse learning needs. Teachers play a key role in student learning, as they support students' individual needs and cater to their developmental needs, as well as recognize and address learning difficulties and respond with appropriate solutions.…”

Section: Study Backgroundmentioning

confidence: 99%

The Interplay between Dyslexia, Anxiety, and Educational Attainment among Young Adults in Iceland

A. Arnalds,

Harðardóttir

2024

Intellectual and Learning Disabilities - Inclusiveness and Contemporary Teaching Environments

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The chapter will explore the interplay between dyslexia, anxiety, and educational attainment of young adults in Iceland, a small Nordic welfare state, placing emphasis on inclusive education. A survey, representative of 18- to 24-year-olds in Iceland, and qualitative interviews with 10 young adults were used to gain an understanding of the association between being diagnosed with dyslexia, having experienced anxiety, and young people’s education path. Findings from the survey show that being diagnosed with dyslexia was associated with anxiety and educational attainment. However, experiencing anxiety depended on how old the young adults were when they were diagnosed with dyslexia. Those who were diagnosed at an early age did, in general, not show symptoms of anxiety and were more likely to have continued their studies than those who were diagnosed as teenagers. The qualitative interviews supported the survey-results, as participants described how having to read out loud or receive special education caused anxiety and the feeling of exclusion. The findings indicate that providing support for children with reading difficulties, at an early age, can prevent future anxiety and school drop-out. The findings also raise a question on how well the Icelandic school system conforms to the policy of inclusive education.

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“…So können vergleichend in den jeweiligen Ländern und Regionen vor dem Hintergrund spezifischer kultureller Rahmenbedingungen "Inklusionsbedingungen" (Weisser 2017: 146;Köpfer et al 2019) und Exklusionsmechanismen sichtbar gemacht werden, die sich in den Kulturen, Strukturen und Praktiken der Bildungsorganisationen verankert haben und als Barrieren fortlaufend an die Schüler*innen gerichtet werden und über deren Teilhabe am und im System entscheiden (vgl. Graf 2015).…”

Section: Ethnographische Und Kulturvergleichende Perspektiven Auf Inklusive Bildungunclassified

Handbuch Inklusion international / International Handbook of Inclusive Education

2021

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VorwortVorwort Vorwort Das Anliegen des vorliegenden zweisprachigen Handbuchs Inklusion international / International Handbook of Inclusive Education ist es, einen Ein-und Überblick über den vielschichtigen internationalen Diskurs um Inklusive Bildung zu geben. Partizipation, Teilhabe, Ein-und Ausschluss im Bildungssystem sind nicht nur im deutschsprachigen Raum, sondern auch weltweit höchst aktuelle Themen. Es zeigt sich, dass, trotz globaler Entwicklungen und der Diffusion globaler Normen, Vielfalt und individueller Lernfortschritt in Bildungsinstitutionen und -organisationen aufgrund der jeweiligen kulturellen, politischen und sozialen Rahmenbedingungen der Bildungs-und Schulsysteme höchst unterschiedlich bearbeitet und unterstützt wird. Wir nehmen gerade diese Unterschiedlichkeit zum Anlass und versammeln 28 aktuelle Perspektiven in Form von internationalen und interkulturellen Vergleichen zu Fragestellungen Inklusiver Bildung -aus mehreren Disziplinen. Wenngleich sicherlich nicht erschöpfend, so freuen wir uns, mit diesem Band diverse Länderkontexte und Kulturen auf allen Ebenen des Bildungssystems hinsichtlich der Auseinandersetzung mit Fragen von Exklusion und Inklusion in deutscher und englischer Sprache zugänglich und (dank open access) auch überall verfügbar machen zu können.Dass dieses umfassende Handbuch in dieser Form nun vorliegt, haben wir der Unterstützung vieler zu verdanken. So geht unser Dank zunächst vor allem an die beteiligten Autor*innen. Wir freuen uns, dass so viele der Autor*innen, die sich -im deutschsprachigen wie globalen Kontext -in ihrer Forschung und Lehre intensiv mit Fragen komparativer Inklusionsforschung auseinandersetzen, unserer Einladung gefolgt sind und Beiträge für das Handbuch eingebracht haben.Darüber hinaus danken wir besonders Julia Biermann (Innsbruck) und Michelle Proyer (Wien) als critical friends für wertvolle fachliche Impulse zur abschließenden Synthetisierung und Strukturierung des Bandes in der folgenden Einleitung. Für die unzähligen redaktionellen Arbeiten, die stets mit Sorgfalt und Zuverlässigkeit vorgenommen wurden, danken wir Flurin Dummermuth (Basel), Franziska Maria Bänsch (Freiburg), Rebecca Starke (Freiburg) und Zane Leadley (Luxemburg). Und abschließend gilt unser besonderer Dank dem Verlag Barbara Budrich, an erster Stelle Miriam von Maydell, für die kompetente und angenehme Begleitung und Kooperation zur Entstehung dieses Handbuchs.

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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

Cited by 15 publications

References 22 publications

Societal, systemic, school and family drivers for and barriers to inclusive education

Societal, systemic, school and family drivers for and barriers to inclusive education

The Interplay between Dyslexia, Anxiety, and Educational Attainment among Young Adults in Iceland

Handbuch Inklusion international / International Handbook of Inclusive Education

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