Download New Perspectives in Special Education: A Six-country Study by Cor Meijer, Sip Jan Pijl, Seamus Hegarty, Inge M. Abbring, PDF
By Cor Meijer, Sip Jan Pijl, Seamus Hegarty, Inge M. Abbring, Cor J. W. Meijer, Sip J. Pijl
It really is now commonly believed in lots of Western nations that the segregation of scholars with unique academic wishes is troublesome, and that anyplace attainable those scholars could be proficient along their friends in standard schooling settings. there was a normal stream in the direction of integrating designated and common schooling into one method that caters for a wider diversity of scholars. however the results in a number of international locations were very diversified. This e-book describes and evaluates those results. The publication presents either quantitative and qualitative info, analysing the similarities and variations among integration practices in six Western international locations.
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Extra resources for New Perspectives in Special Education: A Six-country Study of Integration
Sample text
Each school has to draw up an educational programme, which sets out the content and organisation of education in that school. SPECIAL NEEDS EDUCATION Developments in special education In the nineteenth century, a beginning was made with the care for the handicapped, which mainly functioned on the basis of initiatives by private institutions. This resulted in a large number of institutions for the handicapped in the twenties. In 1933, the government took over financial responsibility for the treatment of handicapped people and reorganised the institutions.
Legislation Current policy with regard to pupils with problems has resulted from the above-mentioned developments, aimed at better support of these pupils SWEDEN 45 in the Grundskola. The curriculum of 1983 (LGR 80), in which this policy is described, is based on three starting points: 1 It is not the handicap itself but the problems it causes in the interaction with the outside world that should be central. The reasons for these difficulties may partly lie within the school itself, so solutions for them have to be found within the school.
Lunetta (1987), for instance, distinguishes respectively ‘integration in the class’, 22 NEW PERSPECTIVES IN SPECIAL EDUCATION ‘integration outside the class’ and ‘wild integration’. The latter especially occurred in the first years following the implementation of Act 517/1977; the handicapped child was included in a class after which it was left alone. This resulted in a kind of isolation process, which can still be found. Though a lot of problems were encountered in the process of integration, practice has indicated that there was often a willingness to work on integration and that finally people were looking for solutions.