Autism and education-Teacher policy in Europe: Policy mapping of Austria, Hungary, Slovakia and Czech Republic.
Autism
Education
Human rights
Policy
Teachers
Journal
Research in developmental disabilities
ISSN: 1873-3379
Titre abrégé: Res Dev Disabil
Pays: United States
ID NLM: 8709782
Informations de publication
Date de publication:
Oct 2020
Oct 2020
Historique:
received:
12
02
2020
revised:
30
06
2020
accepted:
05
07
2020
pubmed:
8
8
2020
medline:
29
7
2021
entrez:
8
8
2020
Statut:
ppublish
Résumé
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.
Sections du résumé
BACKGROUND
BACKGROUND
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.
METHODS AND PROCEDURE
METHODS
A policy path analysis using a scoping review as an underlying methodological framework was performed.
OUTCOMES AND RESULTS
RESULTS
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.
CONCLUSION AND IMPLICATIONS
CONCLUSIONS
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.
Identifiants
pubmed: 32758993
pii: S0891-4222(20)30164-5
doi: 10.1016/j.ridd.2020.103734
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
103734Informations de copyright
Copyright © 2020 The Author(s). Published by Elsevier Ltd.. All rights reserved.