04. Inclusive Education
Paper
Interrogating Inclusive Education Policies and their Operationalization across 4 nations of the United Kingdom and Ireland: Challenges, Tensions and Dilemmas
Joan Mowat1, Cathryn Knight2, Joanne Banks3, Carmel Conn4, Brahm Norwich5, Noel Purdy6
1University of Strathclyde, United Kingdom; 2University of Bristol; 3Trinity College Dublin; 4University of South Wales; 5University of Exeter; 6Stranmillis University College
Presenting Author: Mowat, Joan;
Knight, Cathryn
At a time of global unrest and in the aftermath of the pandemic in what has been described as ‘an altered world’ [1], the challenges facing European nations and beyond in ensuring quality education for all seem insurmountable. A vehicle by which this can be achieved is inclusive education. However, how inclusive education is understood globally is highly contested and it is regarded as being socio-culturally and historically situated [2,3]. It is argued that the theory and practice of inclusive education lacks a tight conceptual focus, leading to ambivalence and confusion in its enactment [2] - ‘an enigma of ‘wicked proportions” [4]. In a critical systematic review of global inclusive education [5], an extensive range of understandings of what inclusive education constitutes emerge. For some, the problem is seen as residing within the contradictory interests and intentions within public policy [4]. Others position it in relation to paradigmatic wars [6,7]. It has even been argued that it is a redundant concept, Honkasita and Koutsokenis [3] making a case for the term ‘inclusion in education’ on the basis that the former is in danger of becoming an ‘empty signifier’.
Slee [8] highlights attempts to silence inclusive education through the colonisation of its language, arguing that the ‘structures and cultures of schooling reinforce privilege and exacerbate disadvantage’ (p.11). Rix [9] attests that the quest for certainty has led to the creation of bounded systems with the function and position of individuals proscribed by the system. Whilst many perceive exclusion and inclusion as dichotomous, Hansen [10] makes the case that inclusion can only be understood in relation to its ‘other’ – exclusion: ‘inclusion presupposes exclusion’ (p. 94). Mowat [7] builds on this argument to postulate that ‘inclusion and exclusion lie on a continuum with fluid and not static boundaries that are experienced differentially and contextually’ (p.39). It therefore follows that the imperative is to seek to understand the nature of these boundaries, the underlying philosophical and political ideologies and who and what determines them.
Commitments to inclusive education have been articulated in policy across the UK and Ireland, in the context of increasingly inclusive rhetoric in education policy globally over recent years. Knight, et al. [11] identify significant divergence in the articulation and portrayal of inclusive education policy within and across the four nations that constitute the United Kingdom. Within the context of educational reform, they raise issues around the enactment and implementation of policy from a practitioner perspective and comparability for researchers across the nations, particularly pertaining to issues of equity and injustice.
Building on a critical policy analysis of the articulation and portrayal of inclusive education policy across the four nations that constitute the United Kingdom [11], within each of which education is a devolved function of government, the paper seeks to understand how England, Wales, Scotland, Northern Ireland, and Ireland articulate and portray their inclusive education policies and the political and ideological motivations and priorities that are apparent within these policies. The paper explores the commonalities and differences, challenges and tensions in public policy and its enactment across the five nations through a critical analysis of policy and reviews of policy, relating this to current research in the field. It constitutes:
Critical analysis of policy based around the questions of:
- How do the 5 nations articulate and portray their inclusive education policies?
- How are differing political and ideological motivations and priorities signposted and acknowledged in inclusive education policy in the 5 nations?
Examination of policy into practice (including reviews of current systems)
Identification of challenges and next steps.
Methodology, Methods, Research Instruments or Sources UsedEducational policy does not reside within a vacuum. It is shaped by the wider context in which it is formed and the culture, value and belief systems therein [12] in an iterative process, resulting in intended and unintended consequences [11]. It is both the product of deliberations and the process by which policy is formed, articulated and translated into practice. Rather than conceiving policy as a straightforward linear process [13], the starting point of this paper is to recognise the dynamic and complex nature of this process. The paper draws upon the principles of critical policy analysis such that the political and ideological underpinnings of policy but also its relationship to practice can emerge.
In selecting the policies and reviews for analysis within each nation, the team took account of their relevance, provenance and currency. Each nation interrogated the documents in relation to the objectives previously articulated using a process of thematic analysis. Thereafter a comparative critical frame was produced to enable similarities and differences, challenges and tensions to emerge both within and between the nations in the framing of policy and its enactment.
Through this analysis we find not only divergence between the five nations, but also within the policy of each nation, with varying impact on inclusive education practice. While documentation from Scotland shows a clearer voice and fewer examples of problematising the learner, across all nations we see complicated messaging and a lack of coherence in inclusive education policy. Through this reflection on policy and practice in each nation, we propose recommendations for each nation, along with considerations for UK and Ireland as a whole.
Conclusions, Expected Outcomes or FindingsThe European Agency for Special Needs and Inclusive Education (EASNIE) has noted that, while all European countries demonstrate a commitment towards the creation of more inclusive education systems, the means by which they go about this is shaped by their past and current contexts and histories [14]. Watt [14] draws attention to the lack of progress with regard to the recommendations of the United Nations that the UK should ‘adopt and implement a coherent strategy with concrete time and measured goals on increasing and improving inclusive education’ (p. 265, drawing on UNCRPD, 2017:11). Whilst cautioning against the unthinking application of policy borrowing [16], there is no doubt that there is much to be gained from examining in depth the commonalities and contradictions in the articulation and enactment of policy in inclusive education within and across nations as it is only by this means that tensions and challenges within the system can come to light and the aim to ensure quality education for all children and young people be realised, as expressed within the Sustainable Development Goals. There is no under-estimation of the scale of the task, and it is hoped that the findings from this study will enable deep and critical reflection which should inform inclusive education policy across Europe and beyond, creating the conditions for effective policy making and practice and rigorous research.
References1.Proyer, M.; Dovigo, F.; Veck, W.; Seitinger, E.A., (Eds.) Education in an Altered World - Pandemic, Crises and Young People Vulnerable to Educational Exclusion. Bloomsbury: London, 2023.
2.Slee, R. Defining the scope of inclusive education. Think piece prepared for the 2020 Global Education Monitoring Report - Inclusion and Education 2018.
3.Honkasita, J.; Koutsokenis, A. Introduction to the Special Issue ‘International Perspectives on Inclusion in Education’. Education Sciences 2023.
4.Anderson, J.; Boyle, C.; Page, A.; Mavropoulou, S. Inclusive Education: An Enigma of ‘Wicked’ Proportions. 2020; pp. 1-14.
5.Hernández-Saca, D.I.; Voulgarides, C.K.; Etscheidt, S.L. A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens. Education Sciences 2023, 13, doi:10.3390/educsci13121212.
6.Kinsella, W. Organising inclusive schools. International Journal of Inclusive Education 2018, 12, 1464-5173, doi:10.1080/13603116.2018.1516820.
7.Mowat, J.G. Building Community to Create Equitable, Inclusive and Compassionate Schools through Relational Approaches; Routledge: Abingdon, Oxon, England, 2022.
8.Slee, R. Inclusive Education isn’t dead, it just smells funny; Routledge: London, England, 2018.
9.Rix, J. In Search of Education, Participation and Inclusion. Embrace the Uncertain; Routledge: London, 2024.
10.Hansen, J.H. Limits to inclusion. International Journal of Inclusive Education 2012, 16, 89-98.
11.Knight, C.; Conn, C.; Crick, T.; Brooks, S. Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis. Educational Review 2023, 1-17, doi:10.1080/00131911.2023.2222235.
12.Muers, S. Culture and Values at the Heart of Policy Making. An Insider’s Guide, 1 ed.; Bristol University Press: 2020.
13.Adams, P. Education policy: explaining, framing and forming. Journal of Education Policy 2016, 31, 290-307, doi:10.1080/02680939.2015.1084387.
14.Watt, D. Out of crisis the New Future. In Education in an Altered World - Pandemic, Crises and Young People Vulnerable to Educational Exclusion, Proyer, M., Dovigo, F., Veck, W., Seitinger, E.A., Eds.; Bloomsbury: London, England, 2023; pp. 261-279.
15.United Nations Committee on the Rights of Persons with Disabilities (UNCRPD). Concluding observations on the initial report of the United Kingdom of Great Britain and Northern Ireland. 2017.
16.Mowat, J.G. Closing the attainment gap – a realistic proposition or an elusive pipe-dream? Journal of Education Policy 2018, 33, 299-321, doi:10.1080/02680939.2017.1352033.
04. Inclusive Education
Paper
Transnational Service Learning in the Context of Higher Education: an inclusion-oriented Collaboration between the UHH and GJU
Saskia Spath, Telse Iwers
University of Hamburg, Germany
Presenting Author: Iwers, Telse
The project Transnational Service Learning in the Context of Higher Education (THE) is a collaboration between the Faculty of Human Resources German Jordanian University in Madaba (Jordan) and the Faculty of Education, Universität Hamburg (UHH), Germany. Participants of each university (students, scientific assistants and professors) reflect on possibilities of inclusion in context of migration, flight and disability and focus on the technique of service learning during two 10-day stays in Amman and Hamburg and framing digitally held seminars. The DAAD-funded project started in March 2023 and was completed in December 2023 with the publication of a joint booklet.
The following questions were discussed: 1. How is inclusion due to refugee-migration and disability implemented in Jordan and Germany and what is the significance of in this field active NGOs? 2. To what extent can the service learning method be used to incorporate student engagement into curriculum planning in Higher Education?
The aim of the project is mutual understanding and perspective-taking as a starting point for reflecting on inclusion-promoting action-oriented measures in NGOs on the same topic.
Both Jordan and Germany are considered immigration countries that have taken in many people with refugee experience. While immigration to Germany in recent years has mainly been dominated by people from Ukraine, Russia, Afghanistan, Syria and Sudan, Jordan has taken in a large number of people with refugee experience from Syria and Iraq due to its geographical proximity. At the same time, around 50% of Jordan's population has Palestinian roots.
Those facts make clear that migration-related inclusion, even with regard to disability is from high relevance in both countries, what clarify, that students need to be sensitized intercultural and transcultural accordingly, for example through exchange projects such as THE.
Methodology, Methods, Research Instruments or Sources UsedBuilding on the previous project runs (in 2020 and 2021), in 2023 THE aimed to deepen transcultural cooperation between the two universities and to initiate cooperation with NGOs working in the field of inclusion. A focus on disability, migration and flight, language and the culture of remembrance in Hamburg and Amman was established thus. The participants discussed various topic-specific issues in small groups, worked on research projects under the umbrella topic of service learning and summarized the results in articles, published in a group-booklet. For this, they received input through joint workshops with in the field of inclusion active NGOs and through presentations by the NGos, which gave them an insight to their work. Reflection on the group work and the encounters with the NGOs was made possible by daily reflection seminars, which were also intended to give the students the opportunity to change their perspectives.
The NGOs and the students have discussed the possibilities of their involvement. For example, one group designed and held an interactive workshop to improve the German language skills of children living in a refugee accomodation in Hamburg and in a German school in Jordan. Background: Many children living in Germany who learn German as a second language are disadvantaged on their educational path in comparison to children whose first language is German (Gomolla &Fürstenau, 2009). Language deficits are reflected in subjects such as biology and mathematics and are not limited to the subject German. That´s why the city of Hamburg has enacted the Hamburg Language Support Program to promote language skills beginning from pre-school through the school career of a student (Hamburger Sprachförderkonzept, 2020). To support these measures, volunteering students could offer interactive language learning opportunities f.e. in a refugee accomodation to support the children and to transfer their acquired knowledge in practice back to universities.
Conclusions, Expected Outcomes or FindingsThe results are presented in the published booklet by six articles discussing different aspects of inclusion in the frame of service learning like, the importance of support services for refugees provided by NGOs, the challenges for inclusive transnational projects in Higher Education and the importance of language awareness in the context of service learning. Even, the cooperation was used to develop joint ideas on how universities as well as NGOs can benefit from each other und how students in particular can get involved.
Project-Challenges: A major challenge, especially with regards to the topic of culture of remembrance, which was addressed in Germany in particular and framed with a visit to the Neuengamme concentration camp, presented us with unexpected challenges after returning from Jordan and with the start of the Hamas attack on Israel and Israel's attacks on the Gaza Strip (October 2023). The GJU participants in particular subsequently felt that the Palestinian perspective should have been considered more deeply in the project. We responded by openly discussing our points of view in a virtual meeting and ensuring that the different perspectives were heard. This meeting was an important conclusion to maintain mutual understanding and to further strengthen transcultural communication.
ReferencesBooklet Transnational Service Learning in the Context of Higher Education (2023). https://www.ew.uni-hamburg.de/en/internationales/projekte/the-uhh-gju.html.
Further publications:
BLOG 2021‚ Transnationale Denkräume‘: https://transnationaledenkraeume.wordpress.com/
The first period resulted in a digital 'Storytelling Festival' and an initial publication in the form of a booklet: Iwers, Telse; Marji, Hazar; Mitchell, Gordon; Neumann, Malina; Pfalzgraf, Anne-Marie; Radaideh, Khalida; Schroeer, Miles; Stelljes, Clara Noa (2021). THE. An International Exchange Project Between Universities in Times of the Corona Pandemic. Booklet: https://transnationaledenkraeume.wordpress.com/2021/03/23/das-the-booklet-2/
Yilmaz, Sezen Merve & Iwers, Telse (2021). Entwicklung eines reflexionsorientierten Umgangs mit heterogenitätsbedingter Ungewissheit. Gruppe Interaktion Organisation 4, 2021. https://link.springer.com/epdf/10.1007/s11612-021-00597-3?sharing_token=vzCcUVreRVT15sGDZKO2n_e4RwlQNchNByi7wbcMAY4ZJMqd-0-wnido1Bq92cXIe0rh6x2XRbVJp-oemtxhxbWExkXPRl4bHCwwOhW94O9z-yL_hjo1H2-Pr7e8yst_7YMVUTgF1TWW44T3zeiL6IEygistkWPxAkfzbQiqsXw%3D
Telse Iwers & Merve Yilmaz (in Druck). Internationalisierung durch Digitalisierung: Chancen und Herausforderungen eines digitalisierten internationalen Austauschprojekts für die Persönlichkeitsbildung. In Ulrike Graf, Telse Iwers, Nils Altner & Katja Staudinger (Hrsg.).
Graf, Ulrike;Iwers, Telse;Altner, Nils;Brenne, Andreas (zur Veröff. angenommen): »Der ganze mögliche Mensch« als Bezugspunkt von Pädagogik und Erziehungswissenschaft. Perspektiven der Humanistischen Pädagogik. In: Wolfgarten, TTrompeta, Michalina (Hrsg.): Bild und Erziehungswissenschaft. Weinheim: Beltz Juventa; angekündigt für 2023.
Iwers, Telse; Marji, Hazar; Mitchell, Gordon; Neumann, Malina; Schroeer, Miles; Stelljes, Clara Noa (2022). THE. An International Exchange Project Between Universities: The journey continues. Booklet: https://drive.google.com/file/d/1pE26N4oyb6B3eoJnRdr02pyAYGdUxubY/view
Sources:
Altenschmidt, Karsten & Miller, Jörg (2010). Service Learning in der Hochschuldidaktik. In: Nicole Auferkorte-Michaelis, Annette Ladwig & Ingeborg Stahr (Hrsg.): Hochschuldidaktik für die Lehrpraxis. Interaktion und Innovation für Studium und Lehre an der Hochschule. Budrich Uni Press, Opladen & Farmington Hills, MI, S. 68–79.
Altenschmidt, Karsten & Miller, Jörg (2016). Service Learning – Ein Konzept für die dritte Mission. Die Hochschule, 1, 40-51.
Backhaus-Maul, Holger & Roth, Christiane (2013). Service Learning an Hochschulen in Deutschland. Ein erster empirischer Beitrag zur Vermessung eines jungen Phänomens. Wiesbaden: Springer VS.
Gögercin, Süleyman (2022). Netzwerk- und Sozialraumarbeit im Kontext von Migration, Flucht und Integration. Wiesbaden: Springer.
Seifert, Anne; Zentner, Sandra & Nagy, Franziska (2012). Praxisbuch Service-Learning – »Lernen durch Engagement an Schulen«. Weinheim/Basel
04. Inclusive Education
Paper
Unveiling Missed Opportunities in Educational Reform: Critical Policy Analysis of Inclusive Education in Slovakia
Jozef Miškolci
Masaryk University, Brno, Slovak Republic
Presenting Author: Miškolci, Jozef
Theoretical framework
Inclusive Education (IE) is both a recognized field in educational sciences and a key concept in global educational policies (Hernández-Torrano et al., 2022). It emerged as a critique of special education's reliance on medical deficit-based views, challenging the perception that any "deficits" or "pathologies" reside within individual students (Fulcher, 1989, p. 27). This approach individualises disability, framing individuals as "abnormal" or "tragic victims," aligning with medical perspectives (Qu, 2022, p. 1012). In contrast, IE, celebrating student diversity, attributes challenges to schools failing to meet students' needs (Andrews et al., 2021, p. 1510). Despite countries endorsing IE principles, policies often reflect a medical deficit-oriented stance, evident in practices like tying school funding to the number of students classified under specific psycho-medical deficit categories (Meijer & Watkins, 2019).
IE clashes with neoliberal reforms prioritising cost-efficiency. Influenced by international organisations, countries establish non-state schools, promote standardised tests, and school rankings (Bacon & Pomponio, 2023), turning schools into profit-driven entities. This shift, linked to exclusion, deepens educational disparities, transforming parental choice into a financial transaction, notably in wealthier countries (Slee, 2019, p. 916). The conflict between IE's goals and neoliberal emphasis on academic success creates tension in education (Andrews et al., 2021, p. 1518).
Recent reform towards inclusive education in Slovakia
The School Act (National Council of the Slovak Republic, 2008) incorporated the term “inclusive education” in a 2021 amendment, defining it as shared education and training based on equality and respect for individual needs. However, this inclusion appears more declarative than practical. A more substantial step towards IE occurred in the 2023 amendment (National Council of the Slovak Republic, 2023). This revision not only replaced "integration" with "inclusive education" but also introduced a nuanced three-tiered system of “support measures”: (1) “universal” (no diagnosis needed), (2) “targeted” (requires a diagnostic process by a school staff member or a counselling and prevention institution), and (3) “specialised” support measures (requires a diagnostic process by a counselling and prevention institution). This significant shift aimed to depart from the medical deficit model tied to students with special educational needs (SEN) towards providing comprehensive support. The amendment notably broadened the definition of SEN, now encompassing students without specific deficit labels, enabling them to receive support (universal and targeted support measures) based on the judgment of school staff, provided the school has the requisite financial resources. The Act on Financing Schools also introduced a new "allowance for support measures," distributing a lump sum to all schools based on total student numbers. Before, support staff allocation relied solely on external SEN diagnoses by counselling and prevention institutions.
Research questions and objectives
Utilising critical policy analysis (CPA), the analysis centres on the primary research question: What non-inclusive (or exclusionary) discourses manifest in Slovakia's current educational policies? This way, the main objective of the study is to highlight that, despite some progress of the country towards IE ideals by establishing the system of support measures in 2023, the policy documents related to the reform are still rooted in deficit (medical) discourse, expertocratic (professionalism) discourse, and neo-liberal (market) discourse.
Methodology, Methods, Research Instruments or Sources UsedThe study employs critical policy analysis (CPA) to scrutinise contemporary education policies in Slovakia. Diverging from traditional policy analysis, CPA sees policy as a complex, non-linear process shaped by negotiation, interpretation, and appropriation by multiple actors (Thorius & Maxcy, 2015, p. 118). It challenges positivist reliance on "hard data," emphasising understanding within cultural contexts to deconstruct traditional categories (Fischer et al., 2015). CPA explores power dynamics embedded in language and policy discourses, unveiling their inherent biases and power interests. Drawing from a poststructuralist framework (Fischer et al., 2015, p. 10), CPA unveils the façade of neutrality and interrogates evidence-based policymaking, aligning with activist and emancipatory interests.
IE, originating from a critique of the medical deficit-based perspective (Hernández-Torrano et al., 2022), often utilises CPA for policy scrutiny. Notable studies, like Fulcher's analysis of integration policies or mainstreaming educational policies in Norway, Denmark, California, England and Victoria (Fulcher, 1989), reveal how medical and neoliberal discourses contribute to the exclusion of vulnerable students. A recent CPA study by (Kaščák & Strouhal, 2023, p. 199) exposes conflicting applications of humanist and neoliberal discourses in Slovakian inclusion policies.
This study delves into the prevailing discourses within Slovakia's current inclusive education policies. Despite CPA theorists often blurring policy-practice lines, this research prioritises dissecting legislative and regulatory texts, such as laws, national policy strategies, curricula, reports, and statements, as the primary data sources (Kaščák & Strouhal, 2023, p. 199). Specific policy documents under scrutiny include primarily the School Act No. 245/2008 (National Council of the Slovak Republic, 2023), Strategy for an Inclusive Approach in Education and Training (Ministry of Education, Science, Research and Sport, 2021), and Catalogue of Support Measures (National Institute of Education and Youth, 2023).
Conclusions, Expected Outcomes or FindingsPrior to 2023, Slovakia's education system only provided extra support to students with specific deficit-based SEN. However, deficit categories persist, and funding for SEN relies on them, despite the 2023 reform introducing an "allowance for support measures." This reform doesn't fundamentally change the deficit-based approach; schools still need students labelled with deficit-based SEN categories for funding.
Despite the 2023 reform's inclusive education goal, the School Act restricts placing students with SEN in mainstream education based on deficit discourse. It implies that if a student with SEN isn't benefiting, the issue lies with the student, not the school. This deflects responsibility from the school, indicating a need for specialised services in segregated settings. Moreover, the School Act sustains deficit discourse by preserving a separate curriculum for students in special education streams based on specific deficit SEN categories.
Pre-2023, additional support required a diagnostic report from counselling and prevention institutions. The revised School Act allows regular teachers to propose universal (1st level) and targeted (2nd level) support measures. Counselling and prevention institutions can recommend targeted measures but exclusively suggest specialised (3rd level) support measures and enable placements in segregated pathways. This distribution of power supports an expertocratic discourse, claiming exclusively "experts" in counselling and prevention institutions possess the necessary expertise to guide teachers and recommend support or segregation for students with SEN.
Finally, IE in Slovakia faces challenges with parental school choice fostering competition among schools. Despite the School Act aiming for nationwide scrutiny, external standardised tests are also used to create media-highlighted school league tables. The 2023 reform hasn't constrained test result use in league tables. Instead, the Strategy for an Inclusive Approach in Education and Training (Ministry of Education, Science, Research and Sport, 2021, p. 14) advocates for making testing "more effective," potentially reinforcing a competitive educational environment.
ReferencesAndrews, D., Walton, E., & Osman, R. (2021). Constraints to the implementation of inclusive teaching: A cultural historical activity theory approach. International Journal of Inclusive Education, 25(13), 1508–1523. https://doi.org/10.1080/13603116.2019.1620880
Bacon, J., & Pomponio, E. (2023). A call for radical over reductionist approaches to ‘inclusive’ reform in neoliberal times: An analysis of position statements in the United States. International Journal of Inclusive Education, 27(3), 354–375. https://doi.org/10.1080/13603116.2020.1858978
Fischer, F., Torgeson, D., Durnová, A., & Orsini, M. (2015). Introduction to critical policy studies. In F. Fischer, D. Torgeson, A. Durnová, & M. Orsini (Eds.), Handbook of critical policy studies (pp. 1–24). Edward Elgar Publishing.
Fulcher, G. (1989). Disabling policies? A comparative approach to educational policy and disability. The Falmer Press.
Hernández-Torrano, D., Somerton, M., & Helmer, J. (2022). Mapping research on inclusive education since Salamanca Statement: A bibliometric review of the literature over 25 years. International Journal of Inclusive Education, 26(9), Article 9. https://doi.org/10.1080/13603116.2020.1747555
Kaščák, O., & Strouhal, M. (2023). Inclusion discourses in contemporary Slovak education policy – From the individual to the community and from right to performance. European Journal of Education, 58(2), 197–208. https://doi.org/10.1111/ejed.12556
Meijer, C. J. W., & Watkins, A. (2019). Financing special needs and inclusive education – from Salamanca to the present. International Journal of Inclusive Education, 23(7–8), Article 7–8. https://doi.org/10.1080/13603116.2019.1623330
Ministry of Education, Science, Research and Sport. (2021). Strategy for an Inclusive Approach in Education and Training. https://www.minedu.sk/data/att/23120.pdf
National Council of the Slovak Republic. (2008). Act No. 245/2008 Coll. From 22 May 2008 on education (School Act) and on amendments and additions of other acts. https://www.zakonypreludi.sk/zz/2008-245
National Council of the Slovak Republic. (2023). Act No. 182/2023 Coll., amending Act No. 245/2008 Coll. On education and training (School Act) and on amendments and additions to other acts, as amended, and amending and supplementing certain acts. https://www.epi.sk/zz/2023-182
National Institute of Education and Youth. (2023). Catalogue of support measures. National Institute of Education and Youth. https://podporneopatrenia.minedu.sk/data/att/28077.pdf
Qu, X. (2022). A critical realist model of inclusive education for children with special educational needs and/or disabilities. International Journal of Inclusive Education, 26(10), 1008–1022. https://doi.org/10.1080/13603116.2020.1760366
Slee, R. (2019). Belonging in an age of exclusion. International Journal of Inclusive Education, 23(9), 909–922. https://doi.org/10.1080/13603116.2019.1602366
Thorius, K. A. K., & Maxcy, B. D. (2015). Critical Practice Analysis of Special Education Policy: An RTI Example. Remedial and Special Education, 36(2), 116–124. https://doi.org/10.1177/0741932514550812
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