Educational inclusion of students with severe and permanent disabilities in the European Union
DOI:
https://doi.org/10.7203/relieve.15.1.4183Keywords:
Inclusive Education, Special Education, Disabilities, Permanent, Severe, Special Educational Needs, Inclusion Models, Curricula, Families, Funding, Italy, Greece, Portugal, Norway, Cyprus, Iceland, EuropeAbstract
This article presents a comparative study of the care of students with severe and permanent educational needs in the six EU countries with greater rates of educational inclusion (Italy, Greece, Portugal, Norway, Cyprus and Iceland). Such study has been done bearing in mind the following indicators: Analysis of educational needs, identification of deficit, schooling of students in Specific Centres for Special Education, legislative frame, responsibility for schooling and rendering of services, frame and models of schooling, state and functions of Specific Centres of Special Education, curricula of the inclusion, Human resources, family role and funding. From the aforementioned lines are deduced the trends in policies and educational practices carried out are followed. Conclude the necessary changes for the improvement of the future educational educational inclusion.
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