Disability and Inequality in Educational Opportunities in Life Course Perspective.

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Autor/Urheber	Powell, Justin J W; Pfahl, Lisa
Titel	Disability and Inequality in Educational Opportunities in Life Course Perspective.
Quelle	(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	disability; special educational need; inclusive education; sociology; Europe; comparison; life course; Social & behavioral sciences; psychology :: Sociology & social sciences [H10]; Sciences sociales & comportementales; psychologie :: Sociologie & sciences sociales [H10]; psychology :: Education & instruction [H04]; psychologie :: Education & enseignement [H04]
Abstract	Inclusive education has become a global norm, supported by the recognition of human rights, and now affects education policymaking and system development worldwide. While important contributions in sociological research on education, disability, and inequality exist, those in life course perspective and international comparative perspectives are rarer. Studies of educational opportunities of children and youth with disabilities and disadvantages over the past several decades underscore the lack of systematic approaches to facilitate educational and social inclusion. Within the educational research field, sociological approaches to disability, to special educational needs, and to inclusive education emphasize such dimensions as exclusion/inclusion, segregation/integration, learning opportunities, in/equality, institutionalization, stigma, risk, and certification or credentials. To recognize and understand the causes and consequences of disability-related inequality requires in-depth dialogue and benefits from results of studies on different levels and within diverse cultural contexts. This article provides insights into disability and inequality in educational opportunities across Europe and an overview of research topics, results, and gaps. The sociology of education would increase its contribution were it to be more inclusive in analyzing the processes that affect educational opportunities and life chances of those who experience disablement in schooling.
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