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  Previous issue (2022. Vol. 19, no. 1)

Bulletin of Psychological Practice in Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2658-3100


License: CC BY-NC 4.0

Published since 2004

Published quarterly

Free of fees
Open Access Journal


Comparative Analysis of Inclusive Education in Germany and Sweden 465


Tretyak E.V.
PhD in Psychology, Senior Lecturer, Department of Psychology and Pedagogy of Distance Learning, Moscow State University of Psychology & Education, Moscow, Russia

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.

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

Column: Problems of Interagency Cooperation in the Provision of Psychological, Social and Educational Services and the Practice of Applying Professional Standards


For Reference

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  2. Access to quality education for children with special educational needs. 2019. Publications Office of the EU. URL: (Accessed 05.06.2021).
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  15. Skollag The Education Act. Stockholm, Sweden: Utbildningsdepartementet, 2010.

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