Inclusion of children identified as having special educational needs (SEN) within the Austrian compulsory educational system (original) (raw)
Related papers
University of Debrecen Faculty of Health, 2021
The relationship between school integration and special educational needs (hereinafter: SEN) is analyzed in the framework of an international resarch in this study. In the theoretical part the process of segregation, integration and inclusion is introduced, and also the use of the concepts is dicussed. The integration in the school system means the approach and practice against segregated education of students with disabilities with the aim to eliminate segregated education. SEN is not a diagnostic but an educational concept, and the its special pedagogy and legal term do not coincide. The research was extended to Ukrainian (the Transcarparthian n=280), Polish (n=271) and Hungarian students (n=552). The results show that school inclusion and social support are increased by school success. Success can increase the selfesteem of students with learning problems, which co-occures Keywords inclusion, exclusion, special educational needs (SEN), behavioural problems with learning disabilities 1 The study-Mihály Fónai (2020): A sajátos nevelési igény és az inklúzió összefüggései nemzetközi kutatás tapasztalatai alapján. [Relationships between special educational needs and inclusion based on the experience of an international research.] In: János Tibor Karlovitz (ed.): Jogok és lehetőségek a társadalomban. [Rights and opportunities in society.] International Research Institute s.r.o. Komárno. pp. 239-255.-was written by its content completion and reconstruction.
Acta Medicinae et Sociologica, 2021
The relationship between school integration and special educational needs (hereinafter: SEN) is analyzed in the framework of an international resarch in this study. In the theoretical part the process of segregation, integration and inclusion is introduced, and also the use of the concepts is dicussed. The integration in the school system means the approach and practice against segregated education of students with disabilities with the aim to eliminate segregated education. SEN is not a diagnostic but an educational concept, and the its special pedagogy and legal term do not coincide. The research was extended to Ukrainian (the Transcarparthian n=280), Polish (n=271) and Hungarian students (n=552). The results show that school inclusion and social support are increased by school success. Success can increase the self-esteem of students with learning problems, which co-occures with the subjective perception of increasing social support and decreasing exclusion.
European Journal of Teacher Education
This paper is concerned with the developments of inclusive education policies and their impact on teacher education in Austria today. As we argue, most policies concerning inclusive education are still reduced to a focus on disability. Such an approach can be explained, but not legitimised, by the historical development of the education of students with disabilities, which engendered specific tendencies in the evolution of policies of inclusive education and teacher education for inclusion. This policy evolution can be divided into three phases, which we analyse in detail in this paper: (1) the building of the special school system (the 1960s to mid 1980s), (2) establishing 'integrative education' structures and practices (mid 1980smid 2000s), and (3) efforts to make the Austrian education system more inclusive (2007 until today). The recent phase included a reform of teacher education for inclusive education, which, on the one hand, supports specific aspects of inclusive education, but, on the other hand, is still influenced by individual model discourses, rooted in the 1960s, such as binary groupings of students (dis/abled).
2020
The school for diversity allowed for a new approach to the learning activities in school, which is also determined by the need to ensure equal opportunities for access to education for all members of a community. In this respect, many studies have evaluated teacher attitudes towards the integration and inclusion of children with special educational needs in schools. Our research aimed at identifying a significant relationship between the attitudes of teachers in mass education on the school inclusion of students with SEN and the underlying factors. The group of subjects included a total of 961 teachers in primary and middle education in Romania. The findings of the research have shown the existence of a diversity of attitudes, perceptions and opinions about the opportunity of integrating students with SEN into mainstream education; some perceptions highlight the role and importance of common learning experiences in a school and focus on the need for special efforts by all actors involved, both at system and school level. There are also opponents who do not exploit this educational practice in schools in our country, but are rather attached to the traditional model partially characterized by numerous prejudices, stereotypes and negative attitudes towards students with SEN.
European Schools and Students with Special (Educational) Needs: Integration or Inclusive Education?
This study is divided into five sections and examines the legal framework currently in force for the integration of students with special (educational) needs (SEN) in European schools and their common education with students without special (educational) needs. In the first section, the educational philosophy and policy of European schools are briefly analyzed. Next, the institutional framework and statistical data of the last years (2011-2014) concerning SEN students in these schools are presented. The third section discusses the pedagogical models of integration and inclusion through a brief historical comparative approach. Here, the focus is on basic characteristics, the degree of acceptance and implementation, as well as criticisms that have been made. Specific integration practices and inclusive education that are implemented by European schools are examined in the fourth section. Finally, in the fifth section, teachers’ views are presented regarding their role in the education of SEN students in European schools.
Children with Special Educational Needs (SEN) in the Polish Education System
2017
The law currently binding in Poland favors students with disabilities and SEN. The parents have a right to choose between many forms of education and facilities which, in their opinion and according to the suggestions of a psychological and educational support centre, will give their child the best opportunities of development. The Ministry of National Education Regulation of 10 June 2015 on grading, classifying and promoting students demands adjustment of educational requirements to the needs of the student with a certificate confirming his/her special education needs (&3 clause 1) in each education establishment. Theoretically, the situation is extremely favorable. However, for now, the research studies have shown that the readiness of teaching staff, children, and parents for these different possibilities are insufficient; therefore, the legal regulations do not make the conditions of educating students with disabilities or SEN perfect. What is more, the perception of e.g. integr...
Mainstream educational enrollment for students with SEN in the EU
Educación e Inclusión: Aportes y perspectivas de la Educación Comparada para la Equidad, 2018
[Eng] Inclusive education is a relevant goal of the EU agenda. The educational reform started up in 70s has impacted on the current European educational enrollment. Regardless EU convergence, not every country has similar inclusion rates and that makes a multi-speed Europe in education, not as a political project but as a fact. After integration was overcome by inclusion and while inter and supranational declarations continue being written, we wonder on the mainstream educational enrollment rates for a better understanding of the European inclusive education. The rates of 28 countries have been analyzed. 25 of them are from the EU and 3 from the Schengen area. The dataset of the European Agency for Special Needs and Inclusive Education was used for country data collection. Then, data were processed and three scores were obtained: students with SEN relative to the total school aged children; those of them in separate classes (mainstream centers) relative to those in formal educational settings; and students in special schools relative to the total students with official decision of SEN. Descriptive, relative data of each country is reported comparing findings, both demographics and educational enrollment rates. Whereas countries such as Austria, Belgium or Germany seem to be less inclusive, others like Cyprus, Italy or Spain appear to be European models for achieve inclusive education. New European educational policy trends, research lines and implication for practice are discussed. [Spa] La educación inclusiva es un objetivo importante en la agenda de la UE. La reforma educativa iniciada en los años 70 ha impactado en la actual matriculación educativa en Europa. Al margen de la convergencia de la Unión, no todos los países tienen tasas de inclusión similares y eso implica una Europa a diferentes velocidades, no como un proyecto político sino como un hecho. Después de que la integración fuera reformulada como inclusión y a la vez que se continúan redactando declaraciones inter y supranacionales, nos hemos preguntado acerca de las tasas de matriculación educativa para una mejor comprensión de la educación inclusiva europea. Han sido analizadas las tasas de 28 países. 25 de ellos pertenecen a la UE y 3 al área de Schengen. Se utilizó la base de datos de la European Agency for Special Needs and Inclusive Education para la recogida de datos por país. A continuación, se procesaron los datos y se obtuvieron tres puntajes: porcentaje de estudiantes con NEE respecto al total de niños en edad escolar; aquellos que están en unidades específicas (centros ordinarios) con relación a los que cursan itinerarios de educación normalizada; y porcentaje de estudiantes en centros de educación especial con relación al total de alumnos con NEE diagnosticadas. Los datos descriptivos y relativizados de cada país se reportan comparando los hallazgos, tanto demográficos, como referidos a la matriculación educativa. Mientras que países como Austria, Bélgica o Alemania parecen ser menos inclusivos, otros como Chipre, Italia o España son modelos europeos para alcanzar la educación inclusiva. Se debaten las nuevas tendencias de la política educativa europea, las líneas de investigación y las implicaciones para la práctica.
SPECIAL OR (ALL) INCLUSIVE EDUCATION
This paper deals with the issue of special and inclusive education within the current reform of the compulsory primary school in Bosnia and Herzegovina, with particular reference to Herzegovina-Neretva Canton. The paper is based on the survey research (carried out in the first half of 2010) on attitudes (towards primarily inclusive education) of 165 teachers and 145 parents from Herzegovina-Neretva Canton, respectively, through a five-point Likert scale referring to: teachers and parents' acquaintance with special and inclusive education requirements and their involvement in its designing, planning, organisation; teachers' professional training in the mentioned fields;