Dokumentationsprojektet: Kommunernes omstilling til øget inklusion pr. marts 2014

Abstract

NielS egeluNd mette lauSteN mikkel lyNggaard dokumeNtatioNSprojektet: kommuNerNeS omStilliNg til øget iNkluSioN pr. martS 2014 Forord Denne rapport udgør en redegørelse for status på inklusionsprocessen i tolv danske kommuner pr. marts 2014. Den samlede undersøgelse, der går under navnet 'Dokumentationsprojektet', løber i tre år og blev givet til et konsortium bestående af Aarhus Universitet og SFI den 16. januar 2013. Rapporten er udarbejdet af seniorforsker Siddhartha Baviskar, SFI, postdoc Camilla Brørup Dyssegaard, AU, professor Niels Egelund, AU, seniorforsker Mette Lausten, SFI, og videnskabelig assistent Mikkel Lynggaard. Niels Egelund er projektleder. Ud over forfatterne til denne rapport har studentermedhjaelp Thomas Aarup Due, SFI, bistået med at udarbejde tabeller. Sidst, men ikke mindst, skal lyde en tak til de medvirkende skolechefer, PPRledere, skoleledere, skolebestyrelsesformaend, laerere, elever og foraeldre, der har leveret saerdeles nyttige informationer for undersøgelsen.

Forty Years After Warnock: Special Needs Education and the Inclusion Process in Denmark. Conceptual and Practical Challenges

“…Four reports have been published in Danish (Baviskar et al, 2013(Baviskar et al, , 2014(Baviskar et al, , 2015Dyssegaard and Egelund, 2015).…”

How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma

“…The proportion of students who are rewarded with grade 2 or less in reading, spelling and mathematical problem solving in their final school leaving examination must be reduced by 2015 and further reduced by 2018. The students maintain their wellbeing during the development of a more inclusive public school system (Regeringen og KL 2013).These objectives have been regarded as milestones for the inclusion task in Denmark and have maintained a central position in the evaluation reports of the inclusion efforts at the municipality and governmental levels(Baviskar et al 2013;Baviskar, Dyssegaard, Egelund, Lausten and Lynggaard 2014;Baviskar, Dyssegaard, Egelund and De Montgomery 2015; (Nielsen and Schindler 2016). Furthermore, the Danish Ministry of Education stated that the above-mentioned objectives were the main cause behind the flow of students from external education institutions towards the public schools in the following years (Danish Ministry of Education 2016).…”