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A comparative view on the constructions of the inclusive and special education in Canada, Finland and in the United States

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Abstract:

This presentation examines special education policies in Alberta (Canada), Finland (European Union) and the United States. Of specific interest are the countries’ disability constructions, subsequent policy designs, and institutional structures assigned to implement inclusive education. Our findings indicate that in the US as well as in Canada, disability is constructed from a medical, diagnosis-driven model (a ‘disability model’). In Finland, diagnostic labels are rarely used, and students are referred to as experiencing academic difficulty (a ‘difficulty’ model). Following from the medical model, the ‘disability model‘ policy design is detailed and prescriptive regarding the procedures for eligibility determinations and services. The paper will discuss of the differences and similarities in the policy documents, implications of the funding procedures and in the practical solutions. Though there are significant differences at the policy level and also in the current political trends, in practical level the forms of special education available for students with disabilities are still relatively similar.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p485568_index.html
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MLA Citation:

Jahnukainen, Markku. and Itkonen, Tiina. "A comparative view on the constructions of the inclusive and special education in Canada, Finland and in the United States" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p485568_index.html>

APA Citation:

Jahnukainen, M. and Itkonen, T. , 2011-04-30 "A comparative view on the constructions of the inclusive and special education in Canada, Finland and in the United States" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p485568_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This presentation examines special education policies in Alberta (Canada), Finland (European Union) and the United States. Of specific interest are the countries’ disability constructions, subsequent policy designs, and institutional structures assigned to implement inclusive education. Our findings indicate that in the US as well as in Canada, disability is constructed from a medical, diagnosis-driven model (a ‘disability model’). In Finland, diagnostic labels are rarely used, and students are referred to as experiencing academic difficulty (a ‘difficulty’ model). Following from the medical model, the ‘disability model‘ policy design is detailed and prescriptive regarding the procedures for eligibility determinations and services. The paper will discuss of the differences and similarities in the policy documents, implications of the funding procedures and in the practical solutions. Though there are significant differences at the policy level and also in the current political trends, in practical level the forms of special education available for students with disabilities are still relatively similar.


Similar Titles:
Disability or Learning Difficulty? Constructing Special Education in Finland and the United States

United States and Finnish science education: A comparative view of teacher education program


 
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