Recente studie: Inclusief onderwijs & 'School for all: grote afstand tussen 'inclusieve' wetgeving & retoriek en de dagelijkse klaspraktijk anderzijds
Inclusief onderwijs staat al vele jaren centraal in de onderwijswetgeving van de Scandinavische landen en Rusland, maar is al bij al nog niet zo sterk doorgedrongen in de praktijk We citeren even de twee belangrikste conclusies uit een recent studierapport Learning from Our Neighbours: Inclusive Education in the Making van 2013 (zie verdere referenties achteraan)
*In most, if not in all of the visited countries, there was a vision to create a common school for all that takes into account every learners needs. This view was mostly presented in formal documents and discourse and not to that extent in practice.
The rhetoric of inclusive education does not necessarily turn into actions.
*In all visited countries, inclusive education is not yet conceptualised nor is it built as an alternative, principled way of providing education that combats all forms of discrimination. Traditional special education structures special schools and special classes and disability-specific qualifications seem to still be the basis of developments in inclusive education.
*There is plenty of evidence in international research that special education structures seem to maintain the status quo a parallel system of specialised education and more general education and reinforce thinking that the responsibility of addressing the needs of those learners who need more support is mainly the task of specifically trained professionals. Inclusive education requires a common understanding of shared responsibility for all learners, and a conviction that all teachers can address the diverse needs they encounter in their daily work. (NvdR: dit laatste is de vrome wens van de 10 professoren die de studie opstelden en die alle voorstanders zijn van radicaal inclusief onderwijs.)
Essi Kesälahti & Sai Väyrynen (ed.) Learning from Our Neighbours: Inclusive Education in the Making (2013)A School for All Development of Inclusive Education
Report produced as a part of A School for All Development of Inclusive Education project, funded by the EU (Kolarctic ENPI CBC).
P.S. In een rapport over Denemarken lezen we:
Since 1993 public schools in Denmark (Folkeskolen) have been obliged to differentiate education according to students needs in general and not by transferring students to special needs education. However, the developments have shown that schools need tools to engage in mainstream teaching to really differentiate the use of methods, educational materials curriculum for students with differences in development, abilities, language and culture.
The clear goal of public schools to be more inclusive, delivering quality education to all students did not come true. The number of students in special needs education in special classes and in special schools has been increasing, and schools have not become more inclusive. One reason for this was the lack of the description of tools schools can use for inclusive education in order to be able to offer relevant and efficient education to more students.