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Same Progress for All? Inclusive Education, the United Nations Convention on the Rights of Persons With Disabilities and Students With Intellectual Disability in European Countries

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cris.lastimport.scopus2024-02-12T19:38:52Z
dc.abstract.enOver the course of the last 30 years, inclusive education has emerged as a key aim of education policies around the world. Also in Europe, most countries took efforts to make their education systems more inclusive—which led to growing numbers of children and young persons with disabilities in general education in Europe. The implementation processes of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) fuelled these efforts. However, as some authors have argued, not all students with disabilities seem to have benefited in the same way from these developments—such as children and young persons with intellectual disability (ID). This paper aims to explore this phenomenon in more depth by comparing some measures in relation to the implementation processes of the UNCRPD of seven European countries. Doing so, we analyze trends in placements (mainstream and special schools) of students with Special Educational Needs (SEN) in general and of students with intellectual disability specifically. As we show, an increase of students identified as having SEN in mainstream schools can be observed in all countries during the implementation process of the UNCRPD. However, in comparison to this rather broad group of learners, the percentage of students with intellectual disability in mainstream settings did not increase as much. Furthermore, the calculation of the “exclusion rate” revealed that this group of learners remains a key population of special schools. These results need to be understood as effects of specific shortcomings in the implementation of the UNCRPD, as we discuss in a further section. We conclude our paper with recommendations on future research and policies on inclusive education regarding students with intellectual disability
dc.affiliationUniwersytet Warszawski
dc.contributor.authorGercke, Magdalena
dc.contributor.authorDonovan, Mary‐Ann
dc.contributor.authorSmogorzewska, Joanna
dc.contributor.authorŠiška, Jan
dc.contributor.authorGoll, Harald
dc.contributor.authorVlachou, Anastasia
dc.contributor.authorJanyšková, Kristýna
dc.contributor.authorDemo, Heidrun
dc.contributor.authorSzumski, Grzegorz
dc.contributor.authorShevlin, Michael
dc.contributor.authorBuchner, Tobias
dc.contributor.authorCorby, Deirdre
dc.contributor.authorFeyerer, Ewald
dc.date.accessioned2024-01-25T19:34:52Z
dc.date.available2024-01-25T19:34:52Z
dc.date.issued2020
dc.description.financePublikacja bezkosztowa
dc.description.number1
dc.description.sdgQualityEducation
dc.description.volume18
dc.identifier.doi10.1111/JPPI.12368
dc.identifier.issn1741-1122
dc.identifier.urihttps://repozytorium.uw.edu.pl//handle/item/118981
dc.identifier.weblinkhttps://onlinelibrary.wiley.com/doi/pdf/10.1111/jppi.12368
dc.languageeng
dc.pbn.affiliationeducational sciences
dc.relation.ispartofJournal of Policy and Practice in Intellectual Disabilities
dc.relation.pages7-22
dc.rightsClosedAccess
dc.sciencecloudnosend
dc.titleSame Progress for All? Inclusive Education, the United Nations Convention on the Rights of Persons With Disabilities and Students With Intellectual Disability in European Countries
dc.typeJournalArticle
dspace.entity.typePublication