Abstract
The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. However, the definitions and implementations of inclusive education vary immensely. They are discussed in relation to a narrow and a broad definition of inclusive education, distinguishing between a horizontal and a vertical dimension of the concept. The article also goes into students’ learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. No country has yet succeeded in constructing a school system that lives up to the ideals and intentions of inclusion, as defined by different international organizations. Placement seems to be the most frequent criterion of inclusive education, to avoid segregation. The quality of teaching and learning processes in inclusive education has lower priority.
DOI: https://doi.org/10.1080/15017419.2016.1224778 | Journal eISSN: 1745-3011
Language: English
Page range: 206 - 217
Submitted on: Dec 2, 2015
Accepted on: Aug 10, 2016
Published on: Aug 3, 2017
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
© 2017 Peder Haug, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.