Inclusive Education in Eastern European Countries: A Current State and Future Directions

Autor/in	Stepaniuk, Inna
Titel	Inclusive Education in Eastern European Countries: A Current State and Future Directions
Quelle	In: International Journal of Inclusive Education, 23 (2019) 3, S.328-352 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1430180
Schlagwörter	Foreign Countries; Inclusion; Educational Trends; Disabilities; State of the Art Reviews; Social Attitudes; Attitudes toward Disabilities; Democracy; Barriers; Program Implementation; Teacher Attitudes; Student Attitudes; Special Education; Ukraine; Romania; Slovenia; Russia; Czech Republic; Poland; Moldova + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Bildungsentwicklung; Handicap; Behinderung; Entwicklungsstand; Social attidude; Soziale Einstellung; Demokratie; Lehrerverhalten; Schülerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Rumänien; Slowenien; Russland; Tschechische Republik; Polen; Moldava; Moldau (Republik); Moldau; Moldawien; Moldawa; Moldowa
Abstract	Inclusive education is key to the development of civic democracy. Its role is to transform schools into platforms of excellence and equality for all students. This literature review aims to summarize the current state of inclusive education in Eastern European countries and former Soviet states and to identify conditions necessary for their educational systems to become more inclusive. The review: (a) discusses the concept of inclusive education as a platform for civic democracy; (b) conceptualizes how historical contexts affect societal attitudes and values towards difference and disability; (c) explores the extent to which available research captures the current state of inclusive education in Eastern Europe, and (d) describes the barriers to inclusive education implementation in these countries. The results of the review show the majority of studies examined attitudes toward inclusive education and people with disabilities. In this regard, although most of participants surveyed accept inclusive education initiatives in principle, they identify a range of barriers that need to be addressed to secure its meaningful implementation in the region. The review situates the possibility of inclusive education in the region's historical context, identifies the structural and cultural barriers to its meaningful implementation, and suggests directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01