Strategies and obstacles for inclusion: International experiences
2011 (English)In: NERA's 39th Congress: Rights and Education / [ed] NFPF, Jyväskylä: NERA , 2011Conference paper (Refereed)
Countries all over the world have signed the Salamanca declaration (Unesco 1994) and inclusion has become a key phrase in relation to schooling. However, the organisation of school-based health care and multi professional cooperation varies widely according to structures of the national and regional school systems. It is expected that the overall welfare regimes (Esping-Andersen, 1990) influence the organisation of multi professional cooperation at school.
In this paper we will present some results from our international comparative study on multi professional cooperation in a teachers’ perspective. We have gathered materials and carried out focus interviews in Sweden, Germany and Japan. On the basis of these data we will discuss strategies and obstacles for inclusion. The analysis combines knowledge about structures and processes of multi professional cooperation. It builds on reviews of literature and statistics, which is guided by expert talks with researchers, principals and other persons responsible for school organisation. Teachers’ voices from the respective countries highlight what kind of support they receive if they have students with special needs.
By introducing observations from non-Nordic countries we hope to contribute some original topics to the discussion on inclusion, its obstacles and hopefully also some inspiring strategies. Although organisations differ substantially teachers seem to have also some common claims and see similar problems in the process of working with other professional groups in school.
Place, publisher, year, edition, pages
Jyväskylä: NERA , 2011.
IdentifiersURN: urn:nbn:se:liu:diva-70211OAI: oai:DiVA.org:liu-70211DiVA: diva2:436978
NERA 10 - 12 March 2011, University of Jyväskyla