Inclusion in Sweden and England. A comparative review

Seminar paper from the year 2010 in the subject Pedagogy - School System, Educational and School Politics, grade: B, University of Kent, language: English, abstract: This assignment is going to carry out a comparative review of inclusion policy and practice between England and Sweden. Comparative education has become very significant with countries trying to compete with others in an increasingly globalised world. According to Kelly et al (1982), comparative education draws upon multiple disciplines. It encourages critical questioning of education systems with no judgement or bias whilst fostering an awareness of economical and political factors. It is not just an academic exercise, but can in fact assist in the improvement of education. Definitions and understandings of what is meant by inclusion differ considerably from country to country. In 1994, the Salamanca Statement was a significant document in the struggle to abolish segregated education which denies children with disabilities the right to be part of mainstream schooling. It was clearly defined in the Salamanca Statement and Framework plan for action on Special Needs Education that: Schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted children. In the context of this Framework, the term 'special educational needs' refers to all those children and youth whose needs arise from disabilities or learning difficulties. Schools have to find ways of successfully educating all children.