Inclusion and practice: the perspective of two countries

Takala, M. and Head, G. (2017) Inclusion and practice: the perspective of two countries. In: Hughes, M. T. and Talbott, E. (eds.) The Wiley Handbook of Diversity in Special Education. John Wiley and Sons: Chichester, UK ; Hoboken, NJ, pp. 115-128. ISBN 9781118768884 (doi: 10.1002/9781118768778.ch6)

Abstract

This chapter reviews the educational policies in Finland and Scotland, including procedures to promote successful inclusion and special education, with a particular focus on teacher education and co-teaching. It explores how the rise of inclusion has affected policy, practice, and provision in Europe, using Finland and Scotland as core examples. In particular, the chapter discusses the changing landscape of special education in Europe, its impact on mainstream schools, and the implications for teacher education. In 2000, Scotland introduced the presumption of mainstreaming and inclusion for all children and young people. Within Scotland, the gradual inclusion of an increasing range of pupils in mainstream schools who would previously have been in segregated, special settings, has presented new challenges for teachers and teacher education. The development of inclusive pedagogy has become a significant element of teacher education. The chapter combines co-teaching and inclusive education by presenting a case study in more detail.

• Item Type: Book Sections
• Status: Published
• Glasgow Author(s) Enlighten ID: Head, Dr George
• Authors: Takala, M., and Head, G.
• College/School: College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
• Publisher: John Wiley and Sons
• ISBN: 9781118768884