Comparing Special Education: Origins to Contemporary Paradoxes

By John G. Richardson; Justin J. W Powell | Go to book overview

CHAPTER 4
HISTORICAL MODELS AND
SOCIAL LOGICS OF SPECIAL
EDUCATION SYSTEMS

As (SPECIAL) EDUCATION BECAME INCREASingly aligned with human rights efforts and the global proclamations arising from such efforts, the mode of commitment to international ideals and principles became a metric that gave some measure of movement toward the comparative advancement of special needs education and, in turn, inclusive education. UN surveys gathered national summaries as to goals and objectives and the legislative bases of special education (Brine 2001). Over the past decade, the European Union, World Bank, and especially the OECD have expanded their efforts to compare developments in special and inclusive education around the world. As explored in the previous chapter, the variation in special education participation is matched by the increase in the number of countries reporting enrollments in classes and schools as well as achievement and attainment data. Global pressures to institutionalize “education for all,” increasingly include provisions for children

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