From Special to Inclusive Education Policies in Austria -- Developments and Implications for Schools and Teacher Education

Autor/inn/en	Buchner, Tobias; Proyer, Michelle
Titel	From Special to Inclusive Education Policies in Austria -- Developments and Implications for Schools and Teacher Education
Quelle	In: European Journal of Teacher Education, 43 (2020) 1, S.83-94 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buchner, Tobias) ORCID (Proyer, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1691992
Schlagwörter	Stellungnahme; Foreign Countries; Special Education; Inclusion; Educational Policy; Teacher Education; Policy Analysis; Educational Development; Educational Change; Educational History; Ability Grouping; Children; Childrens Rights; International Law; Treaties; Austria + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Politics of education; Bildungspolitik; Lehrerausbildung; Lehrerbildung; Politikfeldanalyse; Bildungsentwicklung; Bildungsreform; History of education; Bildungsgeschichte; Homogene Gruppierung; Niveaugruppierung; Streaming; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Abkommen; Österreich
Abstract	This paper is concerned with the developments of inclusive education policies and their impact on teacher education in Austria today. As we argue, most policies concerning inclusive education are still reduced to a focus on disability. Such an approach can be explained, but not legitimised, by the historical development of the education of students with disabilities, which engendered specific tendencies in the evolution of policies of inclusive education and teacher education for inclusion. This policy evolution can be divided into three phases, which we analyse in detail in this paper: (1) the building of the special school system (the 1960s to mid 1980s), (2) establishing 'integrative education' structures and practices (mid 1980s-mid 2000s), and (3) efforts to make the Austrian education system more inclusive (2007 until today). The recent phase included a reform of teacher education for inclusive education, which, on the one hand, supports specific aspects of inclusive education, but, on the other hand, is still influenced by individual model discourses, rooted in the 1960s, such as binary groupings of students (dis/abled). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01