Department of International Health, School CAPHRI, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.
School of Psychology, University of Nottingham, Nottingham, UK.
Soc Work Public Health. 2021 Feb 17;36(2):286-299. doi: 10.1080/19371918.2021.1877590. Epub 2021 Feb 3.
Children with special education needs (SEN), such as children with autism, benefit from being included in education along with typical peers. However, development and implementation of inclusive education (IE) is considered difficult. This paper identifies conditions that facilitate IE development for children with autism in the European Union and benchmarks to track IE policy development. Education policy data from 30 legislative regions in the European Union were analyzed through a qualitative comparative analysis using eight conditions: a definition of SEN, the right to education for children with SEN, support for teaching staff, support services for children with SEN, individualized learning outcomes, parental involvement, and mixed mainstream classes. The right to education for children with SEN is implemented in all regions under study. Seven of the examined conditions were associated with IE: an established definition of SEN, support for teaching staff, support services for children with SEN, individualized learning outcomes, parental involvement, IE policies, and mixed mainstream classrooms. Mixed classrooms and support services for children with SEN were identified as necessary for IE. IE policies and support for teaching staff were present in all scenarios that facilitated IE. While the analysis was initially focused on autism, the policies consisted predominantly of general SEN policies, allowing the results to be interpreted in a wider context, beyond autism. Ultimately, mixed mainstream classrooms and support services for children with special needs were found essential for consistent IE development. Support for teaching staff and IE policies facilitate IE and should be further explored and implemented.
特殊教育需求儿童（SEN），如自闭症儿童，受益于与典型同龄人一起接受教育。然而，融合教育（IE）的发展和实施被认为是困难的。本文确定了促进欧盟自闭症儿童 IE 发展的条件，并制定了跟踪 IE 政策发展的基准。通过对欧盟 30 个立法地区的教育政策数据进行定性比较分析，使用八项条件进行分析：特殊教育需求的定义、特殊教育需求儿童的受教育权、教师支持、特殊教育需求儿童的支持服务、个性化学习成果、家长参与以及混合主流班级。所有研究地区都实施了特殊教育需求儿童的受教育权。有七种被检查的条件与 IE 相关联：确立 SEN 的定义、支持教师、为 SEN 儿童提供支持服务、个性化学习成果、家长参与、IE 政策以及混合主流课堂。混合课堂和 SEN 儿童支持服务被认为是 IE 的必要条件。IE 政策和教师支持存在于所有促进 IE 的情况下。虽然最初的分析重点是自闭症，但这些政策主要是一般 SEN 政策，因此可以在更广泛的背景下，超越自闭症，对结果进行解释。最终，发现混合主流课堂和 SEN 儿童的支持服务对于持续的 IE 发展至关重要。教师支持和 IE 政策促进 IE，应进一步探索和实施。
