3 years ago

Special needs education and inclusion in Germany and Sweden

Teresa Sansour, Dörte Bernhard

Publication date: August 2018

Source: Alter, Volume 12, Issue 3

Author(s): Teresa Sansour, Dörte Bernhard

Abstract

This article analyzes both the Swedish and the German school systems, focusing on the implementation of inclusive education. The structure of the two systems, the way the categorization processes work, the financing of inclusion as well as teaching models for the realization of inclusion within the classroom are explored. The analysis is built on steering documents and research articles. Although a systematic comparison is not possible, the analysis reveals a different understanding of how to support children with learning difficulties due to the traditions of the two school systems. The different ways of implementing inclusive education are linked to the categorization processes and financing models. In both countries, inclusive education requires cooperation between different professions. However, separation of children with special educational needs in form of special schools or special classes is still part of the reality in both countries. The findings of the analysis are discussed in this paper.

Résumé

L’article analyse les systèmes scolaires suédois et allemands en se focalisant sur l’application de l’éducation inclusive. La recherche a été menée sur la structure des deux systèmes scolaires, les processus de catégorisation et de diagnostic, le financement de soutiens pédagogiques spécialisés et de modèles d’enseignement menant à l’inclusion dans la salle de classe. L’analyse se base sur des règlements administratifs et des rapports scientifiques. Bien qu’il soit difficile de comparer les deux pays, cette analyse montre que la façon d’aider les élèves avec des difficultés d’apprentissage est assez différente, ce qui renvoie à des traditions différentes dans les deux systèmes scolaires. La façon d’appliquer l’éducation inclusive est très variable et est fortement liée au processus de catégorisation et aux modèles financiers. Dans les deux pays, l’éducation inclusive requiert de la coopération entre des professions différentes. Cependant, la séparation des enfants ayant des besoins pédagogiques spéciaux dans des écoles spécialisées ou des classes spécialisées est encore une réalité aussi bien en Allemagne qu’en Suède. Les résultats de l’analyse seront discutés.

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