Legislation and Policy in Europe

Valentina Migliarini; Julie Allan; Geert  Van Hove; Elisabeth  De Schauwer

doi:10.1016/B978-0-12-818630-5.12034-2

Legislation and Policy in Europe

Valentina Migliarini, Julie Allan, Geert Van Hove , Elisabeth De Schauwer

Research output: Chapter in Book/Report/Conference proceeding › Entry for encyclopedia/dictionary

Abstract

Inclusive education has been recognized as the best principle and practice for addressing issues of equity and diversity. While the notion of inclusive education is present in policies and legislations worldwide (Artiles & Dyson, 2005), unsettling trends have been identified. This contribution attempts to address shortcomings of inclusive education, by analysing inclusive education policies and legislation in three European countries: Italy, England and Flanders (Belgium). It shows how inclusive education is conceptually and discursively fragmented in the three contexts. The analysis also shows how inclusive education policies still rely on the medical model of disability, refusing to centre the voices of multiply marginalized students, families and communities.

Original language	English
Title of host publication	International Encyclopedia of Education
Editors	Rob Tierney, Fazal Rizvi, Kadriye Ercikan
Publisher	Elsevier
Pages	58-67
Number of pages	10
Edition	4th
ISBN (Electronic)	9780128186299
ISBN (Print)	9780128186305
DOIs	https://doi.org/10.1016/B978-0-12-818630-5.12034-2
Publication status	Published - 28 Oct 2022

Bibliographical note

Publisher Copyright:
© 2023 Elsevier Ltd. All rights reserved.

Keywords

Inclusive education
Special educational needs
Policies
Italy
England
Flanders (Belgium)
Education for all

ASJC Scopus subject areas

General Social Sciences

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/B978-0-12-818630-5.12034-2Licence: None: All rights reserved

Cite this

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abstract = "Inclusive education has been recognized as the best principle and practice for addressing issues of equity and diversity. While the notion of inclusive education is present in policies and legislations worldwide (Artiles & Dyson, 2005), unsettling trends have been identified. This contribution attempts to address shortcomings of inclusive education, by analysing inclusive education policies and legislation in three European countries: Italy, England and Flanders (Belgium). It shows how inclusive education is conceptually and discursively fragmented in the three contexts. The analysis also shows how inclusive education policies still rely on the medical model of disability, refusing to centre the voices of multiply marginalized students, families and communities.",

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AU - Allan, Julie

AU - Van Hove , Geert

AU - De Schauwer , Elisabeth

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KW - Special educational needs

KW - Policies

KW - Italy

KW - England

KW - Flanders (Belgium)

KW - Education for all

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ER -

Legislation and Policy in Europe

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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Cite this