How Are Conditions for Participation Expressed in Education Policy Documents? A Review of Documents in Scotland and Sweden

Autor/inn/en	Maxwell, Gregor; Granlund, Mats
Titel	How Are Conditions for Participation Expressed in Education Policy Documents? A Review of Documents in Scotland and Sweden
Quelle	In: European Journal of Special Needs Education, 26 (2011) 2, S.251-272 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Foreign Countries; Content Analysis; Educational Policy; Special Needs Students; Position Papers; Accessibility (for Disabled); Cost Effectiveness; Academic Accommodations (Disabilities); Educational Practices; Student Participation; Performance Factors; Educational Environment; Sweden; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Inhaltsanalyse; Politics of education; Bildungspolitik; Sonderpädagogischer Förderbedarf; Positionspapier; Accessibility; Zugänglichkeit; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungspraxis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Leistungsindikator; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schweden
Abstract	This study approaches inclusive schools by looking at how conditions for participation are expressed for pupils with additional support needs in education policy documents in Sweden and Scotland. By using five dimensions of the environment--availability, accessibility, affordability, accommodability and acceptability--expressions of conditions for participation are explored in 41 documents. This is done in a vertical manner by analysing national laws, regional policy documents, and local-level documents that directly influence classroom practices. A deductive content analysis approach using a protocol based on the five environmental dimensions is used to extract information and identify meaning units. In the meaning units, meaningful concepts are identified and linked to International Classification of Functioning, Disability and Health: Child and Youth (ICF-CY) categories. These are used as reference points. It is suggested, from the documents analysed, that conditions for participation are easy to express as available, accessible opportunities, or affordability issues, but not as involvement experiences linked to accommodations made and acceptability issues within a context. Documents in Scotland and Sweden also have different foci in terms of conditions for participation. (Contains 7 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10