Department of International Health, Maastricht University Faculty of Health Medicine and Life Sciences, Maastricht, the Netherlands.
Department of International Health, Maastricht University Faculty of Health Medicine and Life Sciences, Maastricht, the Netherlands.
Res Dev Disabil. 2020 Oct;105:103734. doi: 10.1016/j.ridd.2020.103734. Epub 2020 Aug 3.
This report maps autism and special education needs (SEN) policies, alongside teacher responsibilities in the education of children with SEN in Austria, Hungary, Czech Republic, and Slovakia.
A policy path analysis using a scoping review as an underlying methodological framework was performed.
The end of communism and accession to the European Union were critical for the countries under study. They passed crucial policies after international policies and adopted a three-stream approach towards providing education: (1) special schools; (2) special classes in mainstream schools; or (3) mainstream classes. Special schools remain for children that cannot participate in mainstream schools. Teachers are given high levels of responsibility.
Changes in international guidance greatly impacted Austria, Hungary, Slovakia and the Czech Republic. The education systems aim for inclusion, though segregation remains for children that cannot thrive in mainstream schools. Teachers are pivotal in the education of children with SEN, more so than with typical children.
本报告绘制了奥地利、匈牙利、捷克共和国和斯洛伐克的自闭症和特殊教育需求（SEN）政策以及教师在 SEN 儿童教育中的责任图谱。
采用政策路径分析，以范围综述作为基础的方法框架。
共产主义的终结和加入欧盟对研究中的国家至关重要。他们在国际政策之后通过了关键政策，并采用了三管齐下的方法来提供教育：（1）特殊学校；（2）主流学校的特殊班级；或（3）主流班级。特殊学校仍然为无法在主流学校就读的儿童提供服务。教师被赋予高度的责任。
国际指导方针的变化对奥地利、匈牙利、斯洛伐克和捷克共和国产生了重大影响。教育系统旨在实现融合，但对于无法在主流学校茁壮成长的儿童，隔离仍然存在。教师在 SEN 儿童教育中比在普通儿童教育中更为关键。
