TY - JOUR
T1 - Forty years after Warnock: Special needs education and the inclusion process in Denmark
T2 - Conceptual and practical challenges
AU - Egelund, Niels
AU - Dyssegaard, Camilla Brørup
PY - 2019/6
Y1 - 2019/6
N2 - The 1978 Warnock report enshrined the policy of inclusion and changed the way we talk about disability starting in the UK and following became a worldwide trend especially after the Salamanca Statement in 1994. The report thus had a groundbreaking effect on how children with special educational needs should be educated. This article is a tribute to the Warnock report and takes the reader to Denmark to see how special education, inclusion, and differentiated instruction in comprehensive schools have been on the agenda in Denmark. Several schools and municipalities have tried to use resources on special education to promote inclusion and differentiation, but rules and regulations and clear incentives for exclusion have hindered this. Only after changing the concept of special education and the introduction of incentives for inclusion in Denmark, the trend has been radically changed. However, there are clear signs that teachers have not yet adapted to the idea of inclusion and are in need of specialist services and resources.
AB - The 1978 Warnock report enshrined the policy of inclusion and changed the way we talk about disability starting in the UK and following became a worldwide trend especially after the Salamanca Statement in 1994. The report thus had a groundbreaking effect on how children with special educational needs should be educated. This article is a tribute to the Warnock report and takes the reader to Denmark to see how special education, inclusion, and differentiated instruction in comprehensive schools have been on the agenda in Denmark. Several schools and municipalities have tried to use resources on special education to promote inclusion and differentiation, but rules and regulations and clear incentives for exclusion have hindered this. Only after changing the concept of special education and the introduction of incentives for inclusion in Denmark, the trend has been radically changed. However, there are clear signs that teachers have not yet adapted to the idea of inclusion and are in need of specialist services and resources.
KW - Inclusion
KW - Special education
KW - Inklusion
KW - Socialpædagogik
UR - http://www.scopus.com/inward/record.url?scp=85089410048&partnerID=8YFLogxK
U2 - 10.3389/feduc.2019.00054
DO - 10.3389/feduc.2019.00054
M3 - Journal article
SN - 2504-284X
VL - 4
SP - 1
EP - 9
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 54
ER -