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Bulletin of Practical Psychology of Education
2021. Vol. 18, no. 2, 90–99
https://doi.org/10.17759/bppe.2021180210
ISSN: 2658-3100 (online)

Comparative Analysis of Inclusive Education in Germany and Sweden

 
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Abstract

Currently, inclusive education is the dominant approach to ensuring equal access to education for students with special educational needs around the world. Inclusion entails the restructuring of basic school education, taking into account the needs of each student, and because of this, problems arise associated with the organization of the learning process. This article provides a comparative analysis of inclusive education on the example of countries such as Germany and Sweden, which have different views on how to implement inclusive education for children with special needs.

General Information

Keywords: inclusion, inclusive education, special educational needs, schoolchildren, limited opportunities, spe-cial schools.

Journal rubric: Development of Regional Psychological Support Practices in Education and Social Sphere

OpenAlex citations: 0

OpenAlex trends: Psychology of Development and Education, Educational and Psychological Assessments, Disability Education and Employment

Information about the work in OpenAlex

Number of citations: 0

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

Topic detailsв OpenAlex

Disability Education and Employment

This cluster of papers focuses on the transition to employment for individuals with disabilities, exploring factors such as self-determination, universal design for learning, employment outcomes, transition planning, post-school success, disability disclosure, workplace accommodations, inclusive higher education, quality of life, and vocational rehabilitation.

Number of works: 54712  |  Total number of citations: 398049

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2021180210

Published

For citation: Tretyak, E.V. (2021). Comparative Analysis of Inclusive Education in Germany and Sweden. Bulletin of Practical Psychology of Education, 18(2), 90–99. (In Russ.). https://doi.org/10.17759/bppe.2021180210

© Tretyak E.V., 2021

License: CC BY-NC 4.0

References

  1. Davydenko A.V. Metodologicheskie printsipy inklyuzivnogo obrazovaniya: opredelenie ponyatii = Methodological principles of inclusive education: determination of concepts. Gumanitarnye, sotsial’no-ekonomicheskie i obshchestvennye nauki = Humanities, Social-Economic and Social Sciences, 2014, no. 12-2, pp.157–162 (In Russ.).
  2. Access to quality education for children with special educational needs. 2019. Publications Office of the EU. URL: https://op.europa.eu/en/publication-detail/-/publication/b2215e85-1ec6-11e9-8d04-01aa75ed71a1/language-en (Accessed 05.06.2021).
  3. Ahrbeck B., Felder M. Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil. Education Sciences, 2020, 10(12):358.
  4. Andriichuk N. Historical Background of Inclusive Education Development in the Nordic Countries. Journal of Vasyl Stefanyk Precarpathian National University, 2017, no. 4 (1), pp. 97–104.
  5. Berhanu G. Inclusive education in Sweden. Responses, challenges, and prospects. International Journal of Special Education, 2011, no. 26 (2), pp. 128–148.
  6. Bildung in Deutschland 2020. Autorengruppe Bildungsberichterstattung. 2020. 361 p.
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  8. Dworschak W. Schulbegleitung. individuelle hilfe und unterstützung beim schulbesuch — Ein beitrag zur inklusion? Leben mit Behinderung, 2016, no. 2 (1), pp. 14–17.
  9. Galevska N.A., Pesic M.I. Assessing children with special educational needs in the inclusive classrooms. Lodging the theory in social practice. Los Angeles: Education Department, Antioch University, 2018, pp. 89–100.
  10. Göransson K., Lindqvist G., Nilholm C. Voices of special educators in Sweden: a total-population study. Educational Research, 2015, no. 57 (3), pp. 287–304.
  11. Isaksson J., Lindqvist R. What is the meaning of special education? Problem representations in Swedish policy documents: late 1970s–2014. European Journal of Special Needs Education, 2015, no. 30 (1), pp. 122–137.
  12. Nilholm C. Special education, inclusion and democracy. European Journal of Special Needs Education, 2006. Vol. 21 (4), pp. 431–445.
  13. OECD Economic Outlook: Interim Report March 2021. Paris, 2021. 19 p.
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  15. Skollag The Education Act. Stockholm, Sweden: Utbildningsdepartementet, 2010.

Information About the Authors

Elina V. Tretyak, Candidate of Science (Psychology), Associate Professor of the Department of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-8496-2578, e-mail: tretyakev@mgppu.ru

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