Tensions in the New Millennium : Inclusion Ideology and Education Policy in the Finnish Comprehensive School
Hakala, J., & Leivo, M. (2017). Tensions in the New Millennium : Inclusion Ideology and Education Policy in the Finnish Comprehensive School. Journal of Education and Learning, 6(3), 287-298. https://doi.org/10.5539/jel.v6n3p287
Julkaistu sarjassa
Journal of Education and LearningPäivämäärä
2017Tekijänoikeudet
© 2017 Juha T. Hakala, Marjaana Leivo. This is an open access article distributed under the terms of a Creative Commons License.
This article examines the discrepancy between the ideology of inclusive education and the national education
policy in the Finnish comprehensive school education. The study covers twenty years and is based on
observations that indicate that the change in comprehensive school education, grounded in inclusive education
ideals, has been slow. This has been the case, even though Finnish education policy has, on principle, committed
to many international statements that promote inclusion ideology. The data consists primarily of statistics
indicating the number of students in special education and national and international research on the subject. It
confirms our supposition, but also the fact that statistics are not merely challenging but also capable of distorting
reality. While examining the changes in student quantities over the last twenty years, we came to the conclusion
that the fluctuation does not result from any real growth in student numbers. Changes in statistical methods,
terminology in the field of study, norms, education systems or even social phenomena can also cause distortion.
...
Julkaisija
Canadian Center of Science and EducationISSN Hae Julkaisufoorumista
1927-5250Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/27022481
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