REVIEWING THE EVIDENCE ON EDUCATIONAL INCLUSION OF STUDENTS WITH DISABILITIES: DIFFERENTIATING IDEOLOGY FROM EVIDENCE

  • Arthur Limbach-Reich University of Luxembourg
Keywords: education policy, evidence-based, heterogeneity, inclusion, integration

Abstract

This article draws on a review of literature on inclusion taking into account the different origins of the concept and shedding light on standpoints from some non-English-speaking countries. The analysis shows a lack of coherence in defining inclusion. Ethical principles and scientific considerations about inclusion are often mixed. Finally it is often disregarded that, if the concept of inclusion is subsequently re-thought, this implies a crucial change in education policy. Contrary to the expectations of the experts in inclusion, there is only little reference to empirical research that confirms the expected positive effects of inclusion. This article is based on an oral presentation given at the FICE Congress, “Ways Toward Inclusion – A Challenge for All of Us!”, held at Berne, Switzerland, October 8 to 12, 2013.
Published
2015-05-04