This paper will provide a comparative review regarding some aspects in inclusion policy and practice between Germany and England. The purpose of this paper is to highlight the differences among both countries, regarding their inclusion-policies, and to derive conclusions about what can be improved in either one. As a side effect of globalization, comparative education gains importance in the countries´ achievement to compete with one another on a global scale. It promotes the critical engagement with education systems without judgement or prejudice, while fostering an awareness of economic and political circumstances. Not being just an academic practice, it can be of use to improve education around the globe. One of the biggest uncertainties in the field of comparative education, are the different ways in which inclusion is defined and understood by different countries. Since the creation of the Salamanca Statement in 1994, 92 governments and 25 international organizations made a commitment to abolish segregated education and to enable children with disabilities to be part of the mainstream school-system. It is one of the most significant documents in that domain and provides the framework about how to realize the settled arrangements for all governments.
Table of Contents
1. INTRODUCTION
2. DEFINING SEN
3. ASSESSMENT OF SEN
3.1. ASSESSMENT OF SEN IN ENGLAND
3.2. ASSESSMENT OF SEN IN GERMANY
4. DATA ON INCLUSION IN EUROPE
4.1. CROSS-COUNTRY REPORT
4.2. SEN AND IMMIGRATION
4.2.1. SEN AND IMMIGRATION IN ENGLAND
4.2.2. SEN AND IMMIGRATION IN GERMANY
5. TEACHER EDUCATION
5.1. TEACHER EDUCATION IN ENGLAND
5.2. TEACHER EDUCATION IN GERMANY
6. CONCLUSION
Objectives and Topics
This paper aims to provide a comparative analysis of inclusion policies and practices in education between England and Germany, identifying systemic differences and potential improvements for both nations. The study explores how both countries define and assess special educational needs (SEN) and evaluates the impact of immigration on inclusion within their respective school systems while examining the role of teacher education in sustainable inclusive practice.
- Comparative analysis of inclusion policy frameworks in England and Germany.
- Evaluation of definitions and assessment procedures for special educational needs.
- Statistical overview of inclusive education and immigration trends.
- Comparison of teacher education methodologies regarding inclusive practices.
Excerpt from the Book
1. Introduction
This paper will provide a comparative review regarding some aspects in inclusion policy and practice between Germany and England. The purpose of this paper is to highlight the differences among both countries, regarding their inclusion-policies, and to derive conclusions about what can be improved in either one. As a side-effect of globalization, comparative education gains importance in the countries´ achievement to compete with one another on a global scale. It promotes the critical engagement with education systems without judgement or prejudice while fostering an awareness of economic and political circumstances.
Not being just an academic practice, it can be of use to improve education around the globe. One of the biggest uncertainties in the field of comparative education, are the different ways in which inclusion is defined and understood by different countries. Since the creation of the Salamanca Statement in 1994, 92 governments and 25 international organizations made a commitment to abolish segregated education and to enable children with disabilities to be part of the mainstream school-system. It is one of the most significant documents in that domain and provides the framework about how to realize the settled arrangements for all governments.
Summary of Chapters
1. INTRODUCTION: This chapter introduces the comparative focus on inclusion policies between Germany and England, contextualized by the Salamanca Statement's global impact on ending segregated education.
2. DEFINING SEN: This section explores the challenges in establishing a coherent and uniform definition of "Special Educational Needs" (SEN) and "inclusion" within the complex political structures of England and Germany.
3. ASSESSMENT OF SEN: This chapter contrasts the formal, staged diagnosis process used in England with the more individual and decentralized decision-making processes found in the German school systems.
4. DATA ON INCLUSION IN EUROPE: This section examines current statistical reporting on SEN across Europe, analyzing identification quotas and the intersectionality between special educational needs and immigration backgrounds.
5. TEACHER EDUCATION: This chapter scrutinizes how English and German teacher training curricula prepare educators to implement inclusive practices and highlights the lack of unified national standards.
6. CONCLUSION: The final chapter summarizes the core findings, emphasizing that differences in inclusion outcomes are primarily driven by definitional ambiguity and disparate state-level educational governance.
Keywords
Inclusion, Special Educational Needs, SEN, Germany, England, Comparative Education, Teacher Education, Salamanca Statement, Immigration, Educational Policy, Inclusion Policy, Educational Assessment, Mainstream Education, Special Schools, Disability.
Frequently Asked Questions
What is the primary focus of this academic paper?
The paper performs a comparative review of inclusion policies and practices in the educational systems of England and Germany.
Which central topics are analyzed in the work?
The core topics include the definition of special educational needs, methods of student assessment, the impact of migration on education, and structures for teacher training.
What is the overarching goal of this comparative research?
The goal is to highlight differences in inclusion strategies, evaluate current data, and provide conclusions on how each country might improve its inclusive educational framework.
What scientific methodology is utilized in this study?
The author utilizes a comparative review methodology, drawing on international reports and datasets provided by the European Agency for Special Needs and Inclusive Education.
What does the main body of the paper address?
It details the specific definitions of SEN, compares assessment procedures, examines cross-country statistical data, and discusses the shortcomings in current teacher education programs in both nations.
Which keywords characterize this paper?
Relevant keywords include Inclusion, SEN, Comparative Education, Teacher Education, and Educational Policy.
How does the English assessment system for SEN differ from the German approach?
England uses a graduated, multi-stage structure (School Action, School Action Plus), whereas Germany typically operates on a system where a student is either assigned a SEN-status or not, often based on individual teacher or parent initiative.
Why is the role of federalism in Germany significant for inclusion?
German federalism (16 Bundesländer) complicates the definition of inclusion, as each state maintains its own educational legislation, leading to inconsistent standards for teacher training and inclusion implementation across the country.
What limitation does the author mention regarding the analyzed data?
The author notes that many of the reports analyzed are dated, often originating from around 2010, which potentially affects the accuracy of the current status of inclusive education in both countries.
- Citar trabajo
- I. Trojan (Autor), 2023, Inclusion Policy and Practice. A Comparison between Germany and England, Múnich, GRIN Verlag, https://www.grin.com/document/1324541
