Funding models of Inclusion in an international perspective

Abstract

European policies on inclusive education show a general trend from a focus on disability and Special Educational Needs (SEN) towards a focus on the development of quality education for all learners (Meijer/Watkins 2016). Nevertheless, their implementation is challenged by the fact that, in many countries, conceptualisation of inclusive education has grown out of discussions around specialist segregated provision or integration (Meijer/Watkins 2019) and has produced confusing and sometimes contradictory overlapping of policies.

Funding models of Inclusion in an international perspective