Financing Special Needs and Inclusive Education -- From Salamanca to the Present

Autor/inn/en	Meijer, Cor J. W.; Watkins, Amanda
Titel	Financing Special Needs and Inclusive Education -- From Salamanca to the Present
Quelle	In: International Journal of Inclusive Education, 23 (2019) 7-8, S.705-721 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1623330
Schlagwörter	Educational Finance; Financial Support; Inclusion; Special Needs Students; Educational History; Educational Change; Funding Formulas; Special Education; Foreign Countries; Civil Rights; Educational Legislation; Educational Policy; Barriers; Europe + Suchen Sie Ihr Suchwort? Bildungsfonds; Finanzielle Förderung; Inklusion; Sonderpädagogischer Förderbedarf; History of education; Bildungsgeschichte; Bildungsreform; Funding; Finanzierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Europa
Abstract	The focus of this paper is upon an examination of the 'direction of travel' in European countries from special needs education to inclusive education -- a development influenced by the Salamanca Statement. The 1994 Salamanca Statement argued that inclusive schools provide 'an effective education for the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system' (ix). Underpinning this assertion are issues around special needs and inclusive education are financed. The paper will examine the degree to which the critical issue of financing has -- or has not -- changed across European countries since Salamanca. This examination takes retrospective look at key issues identified in the European Agency 1999 study of funding models for special education in 17 European countries, compared and contrasted with those identified in a 2016 study of approaches to funding inclusive education in 18 European countries. This paper argues that the essential issues underpinning their financing mechanisms have changed very little. For many European countries, changing systems of financing of inclusive education can still be seen as a key lever for achieving the goal of more widespread inclusion of learners with special educational needs, as outlined in the 1994 Salamanca Statement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01