TY - CHAP
T1 - Special needs education and the inclusion process in Denmarks
T2 - conceptual and practical challenges at national and local level
AU - Egelund, Niels
AU - Dyssegaard, Camilla Brørup
PY - 2021
Y1 - 2021
N2 - Since the Salamanca Statement in 1994, 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 needs education focused on inclusion and differentiation, but rules and regulations, as well as clear incentives for the exclusion of students with special educational needs (SEN), have hindered such initiatives. Only after modifying the concept of special needs education and the introduction of incentives for inclusion in Denmark has the trend 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. In the chapter the development and change of special needs education and the inclusion process in the Danish school system will be highlighted. The chapter consists of three parts. First an overall introduction to the discussion of principles regarding SEN in Denmark from 1958 and forward is given. This is followed by a thorough analysis of research conducted on inclusion in Denmark in the years 2013 to 2015, and finally a concluding part.
AB - Since the Salamanca Statement in 1994, 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 needs education focused on inclusion and differentiation, but rules and regulations, as well as clear incentives for the exclusion of students with special educational needs (SEN), have hindered such initiatives. Only after modifying the concept of special needs education and the introduction of incentives for inclusion in Denmark has the trend 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. In the chapter the development and change of special needs education and the inclusion process in the Danish school system will be highlighted. The chapter consists of three parts. First an overall introduction to the discussion of principles regarding SEN in Denmark from 1958 and forward is given. This is followed by a thorough analysis of research conducted on inclusion in Denmark in the years 2013 to 2015, and finally a concluding part.
KW - Special Needs Education
KW - educational policy
KW - Inclusion
KW - Special education
UR - http://www.scopus.com/inward/record.url?scp=85109694989&partnerID=8YFLogxK
M3 - Book chapter
SN - 9780367409883
SN - 9780367409890
T3 - New Perspectives on Learning and Instruction
SP - 52
EP - 65
BT - Dialogues between Northern and Eastern Europe on the Development of Inclusion
A2 - Bahdanovich Hanssen, Natallia
A2 - Hansen, Sven-Erik
A2 - Ström, Kristina
PB - Routledge
CY - London
ER -