ERIC Number: EJ1054702
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 31
Is There Something Rotten in the State of Denmark? The Paradoxical Policies of Inclusive Education--Lessons from Denmark
Engsig, Thomas T.; Johnstone, Christopher J.
International Journal of Inclusive Education, v19 n5 p469-486 2015
By 2015, 96% of the entire student body in the Danish public school system must receive his or her education within the regular classrooms, and referrals to segregated special education must be reduced radically. This is the consequence of the so-called "Inclusion Law" passed in the Danish parliament in April 2012. The law contains a political ambition that at least 80% of the students in the public school should be proficient in reading and math when measured in national tests, and the percentage of the most proficient students must increase every year. Historically, Denmark's inclusive education is informed by the rights and ethics discourse from The Salamanca Statement. However, this article explores the paradoxical policies of inclusive education in Denmark that seem to lie on a continuum that ranges from Salamanca-inspired, equity-focused inclusion to a more US-inspired, accountability-focused inclusion.
Descriptors: Inclusion, Disabilities, Foreign Countries, Educational Policy, Accountability, Equal Education, Referral, Special Education, Laws, Educational Legislation, Civil Rights, Ethics, Reading Achievement, Mathematics Achievement, Achievement Tests, Discourse Analysis, Special Needs Students, Futures (of Society), Public Schools
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Denmark