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Children’s rights and strategies for inclusion in the context of special needs education
Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
2011 (English)Conference paper (Other academic)
Abstract [en]

“A policy of inclusion is generally understood around the world as part of a human rights agenda that demands access to, and equity in education” (Florian, 2008, p. 202). An understanding of discourses concerning inclusion in education contributes valuable information in the context of human rights and especially children’s rights in the welfare state. This paper is my contribution to discussions in circle 1 of the Nordic Summer University on “Human rights in the Nordic welfare states”. It shall also be developed into a theoretical background for my study on multi-professional cooperation in schools and the discussion of results from this study, which builds on focus groups interviews with teachers in Sweden, Germany and Japan, on which I reported early in this circle (Kreitz-Sandberg, 2010). Today’s presentation ignores both methodological questions of the empirical study, considerations on international comparisons and results from my focus group interviews. However, it takes a more extended view on possible theoretical frameworks for the study. We might consider if and in which form such a theoretical description could be part of the online anthology planned by circle 1.

Place, publisher, year, edition, pages
Keyword [en]
children’s rights, special needs education, discourse on inclusion
Keyword [sv]
barns rättigheter, special pedagogik, inkludering
National Category
Social Sciences Educational Sciences Pedagogy
URN: urn:nbn:se:liu:diva-70534OAI: diva2:440135
Nordic Summer University NSU, Summer session at Falstebo kursgård, 31 july - 6 august 2011. Krets 1: Human Rights in the Nordic Welfare States.
Available from: 2011-09-12 Created: 2011-09-12 Last updated: 2011-09-19

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