Financing Inclusive Education to Reduce Disparity in Education: Trends, Issues and Drivers

International Perspectives on Inclusive Education

“…The latter model is a form of funding that leaves the responsibility of resource allocation to schools, without the need for identification or assessment. Therefore, it potentially reduces the risk of labelling in schools and supports the implementation of inclusive practices (Ebersold et al 2019).…”

“…Countries using the input model are reporting a increase in the requests for funding and a growing prevalence of identified needs. Furthermore, the increased funding is often used for "outsourcing" strategies, where identified students are delegated to specific professionals or, in some systems, are placed in special classes or schools (Ebersold et al 2019).…”

“…Research shows that the risk of this is a "double segregation" (Mura 2015) where both the student with disability and the support teacher experience specific provision in form of individual work, separated from the other teachers and classmates. Also, this phenomenon is present in different countries with Input models of funding where the increased funding is often used for "outsourcing" strategies: identified students are delegated to specific professionals (Ebersold et al 2019).…”