Autism and education—Teacher policy in Europe: Policy mapping of Austria, Hungary, Slovakia and Czech Republic. (October 2020)

• Record Type: Journal Article
• Authors: van Kessel, Robin; Steinhoff, Paula; Varga, Orsolya; Breznoščáková, Dagmar; Czabanowska, Katarzyna; Brayne, Carol; Baron-Cohen, Simon; Roman-Urrestarazu, Andres
• Is Part Of: Research in developmental disabilities. Volume 105(2020)
• Publication Date: 2020-10
• Subjects: UN United Nations -- UDHR Universal Declaration of Human Rights -- CRC Convention on the Rights of the Child -- CRPD Convention on the Rights of Persons with Disabilities -- EU European Union -- SEN Special Education Needs -- EDUCAUS European Consortium for Autism Researchers in Education -- Czech Czech Republic -- MIPIE Mapping the Implementation of Policy for Inclusive Education; Autism -- Education -- Teachers -- Human rights -- Policy; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2020.103734
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: Special education needs are addressed on a policy level in all four countries. Teachers play a critical role in SEN education—more so than mainstream education. Implementation of inclusion practices varies significantly across countries. Autism-specific policy is scarce and most countries rely on general SEN policy. Abstract: Background: This report maps autism and special education needs (SEN) policies, alongside teacher responsibilities in the education of children with SEN in Austria, Hungary, Czech Republic, and Slovakia. Methods and Procedure: A policy path analysis using a scoping review as an underlying methodological framework was performed. Outcomes and Results: The end of communism and accession to the European Union were critical for the countries under study. They passed crucial policies after international policies and adopted a three-stream approach towards providing education: (1) special schools; (2) special classes in mainstream schools; or (3) mainstream classes. Special schools remain for children that cannot participate in mainstream schools. Teachers are given high levels of responsibility. Conclusion and Implications: Changes in international guidance greatly impacted Austria, Hungary, Slovakia and the Czech Republic. The education systems aim for inclusion, though segregation remains for children that cannot thrive in mainstream schools. Teachers are pivotal in the education of children with SEN, more so than with typical children.