The impact of article 24 of the CRPD on special and inclusive education in Germany, Portugal, the Russian federation, and the Netherlands

Anastasiou, Dimitris; Felder, Marion; Correia, Luís Augusto De Miranda; Shemanov, A.Yu.; Zweers, Inge; Ahrbeck, Bernd

doi:10.4324/9780429344039-11

Cited by 17 publications

(20 citation statements)

References 1 publication

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“…[50] n = 7 (early childhood and primary education teachers). Years of experience in inclusion: minimum 5.…”

Section: Resultsmentioning

confidence: 99%

“…Early childhood education teachers recognize people with disabilities rights' and the importance of their social inclusion. Teachers from the first years of early childhood education (0-3) have less positive attitudes than teachers from the last years of this stage (3)(4)(5)(6). Adaptation: questionnaire for teachers about attitudes towards students with special educational needs derived from disability [51].…”

Section: Scale Of Attitudes Towardsmentioning

confidence: 99%

“…In particular, after the approval of the CRPD [3] different countries began to reform their national legislation to bring their educational systems closer to the inclusion paradigm [5]. Nevertheless, there is some controversy around the meaning of the term "educational inclusion", since article 24 of the CRPD does not define it explicitly [6].…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

2021

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Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers’ attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers’ attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers’ attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.

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“…[50] n = 7 (early childhood and primary education teachers). Years of experience in inclusion: minimum 5.…”

Section: Resultsmentioning

confidence: 99%

Section: Scale Of Attitudes Towardsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

2021

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“…Given this unsubstantiated claim, important questions about the implications of moving to and operating single inclusive education systems, and also about the future of special education provision, need to be addressed [2]. This is because the policy directive of UNCRPD Article 24 foreshadows the extinction of special education as it exists today [3][4][5].…”

mentioning

confidence: 99%

Inclusive Vision Versus Special Education Reality

Kauffman

Hornby

2020

Education Sciences

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The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that all children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs. Fourth is the issue that deciding a student’s placement for education requires a judgment call and that, since human judgment is fallible, errors of judgment will always be made. Fifth, commitments to inclusion require that educators consider the practical, reality-based implications, whereas this has not been the case for many supporters of full inclusion. In conclusion, inclusion in the sense of students being physically present in general education classrooms is not considered as important as inclusion in the reality of being engaged in a program of instruction that is meaningful and challenging. Therefore, we consider that, rather than becoming extinct, special education needs to continue to be developed, disseminated and rigorously implemented in schools. Key special education strategies and approaches must co-exist with those from inclusive education, in order to provide effective education for all young people with special educational needs and disabilities.

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“…If we consider the three pillars of inclusion, this definition omits the notion of success or achievement. Moreover, Anastasiou et al ( 2020 ) point out that this definition conveys a “spirit of sameness” which may indeed put at risk the chances of all students with disabilities to get the quality education they are entitled to, and in particular regarding students with learning difficulties. The present policies leave a wide space for the processes of “social, cultural and emotional construction and interpretation” of policy (Maguire et al 2015 , p. 486), which are part of any process of policy enactment.…”

Section: The Legal Context In Portugalmentioning

confidence: 99%

Developing inclusive education in Portugal: Evidence and challenges

Alves

Pinto

2020

Prospects

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This article assesses evidence of and challenges to the development of inclusive education in Portugal, which is built on three pillars: access to, participation in, and achievement in education for all children and young people. It presents an overview of the present policy framework, followed by an analysis of available statistical data on Portuguese students with disabilities in mainstream schools. The article also discusses significant achievements at the policy and practice levels, namely the attempt to align curriculum and pedagogy and the presence of almost 100% of students with disabilities in mainstream schools. It also considers challenges, such as the issue of monitoring achievement (both at the student and system level) and investments in the system and in teacher education.

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The impact of article 24 of the CRPD on special and inclusive education in Germany, Portugal, the Russian federation, and the Netherlands

Cited by 17 publications

References 1 publication

Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

Inclusive Vision Versus Special Education Reality

Developing inclusive education in Portugal: Evidence and challenges

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