Inclusive Education: Models, Forms, and Resources
Models and Forms of Schooling
The countries discussed here, categorized as “model to a banda,” prioritize education in the ordinary regime, representing a transition from a multi-band model to a mixed/inclusive model. Basic forms of education include regular classes, special classes within mainstream schools, and specialized centers or schools. Often, a combination of these forms is used, with reversibility under specialized supervision.
Specific Functions of Special Education Departments
There is a decreasing number of special schools and classrooms offering solely segregated schooling. Most students in these settings have severe and permanent disabilities. These publicly owned schools (90%) are usually in large population centers, while special classrooms serve less populated and rural areas. A clear recommendation exists to convert special schools into resource centers. These centers would support mainstream schools with education and rehabilitation, provide guidance and training to professionals, facilitate the use of adaptive materials and technologies, offer early intervention and care for hospitalized children, provide job placement, and support families.
Curriculum Inclusion
The curriculum for students with severe and permanent disabilities is based on integration, participation, and decentralization. A key feature is the adaptation of the core curriculum based on individual student needs, not solely on the type and extent of disability. Adaptations can be methodological or affect core content (requiring parental consent). Individualized projects are offered as alternative curricula for those unable to follow the regular curriculum. Individualized Education Programs (IEPs) are emphasized, along with promoting participation in cultural and recreational activities for socialization. Assessment is tailored to individual objectives, content, and expressive capacities.
Human Resources
Inclusive education has diversified and specialized professional support and rehabilitation services, often collaborating with municipal government structures. Support teams typically include special education teachers, psycho-pedagogy specialists, rehabilitation specialists, special assistants, and administrative staff.
The Role of the Family
Families have been the driving force behind inclusive education. Their advocacy has led to legislation recognizing their right to quality, appropriate education for their children, either in mainstream schools or special education settings. Most families choose inclusive schooling. Their role has evolved from cooperation in diagnosis and education to participation in decision-making. While families appreciate the increased information, training, and guidance from professionals, they require more in-depth support to effectively educate their children. The associative movement, with its local, regional, national, and European organizations (like the European Forum Disability – EDF), has significant influence on educational, social, and health policies.
Financing of Services
The funding model has shifted from an “input” model (state subsidies based on student numbers and disability severity) to a performance-based model due to decentralization. In this model, the state funds municipalities, which distribute funds to schools based on local criteria. A further step towards inclusion is the “results” model, where the central government funds intermediate organizations, which then distribute funds based on the outcomes of the inclusion process.