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dc.contributor.authorRoleska, Monika
dc.contributor.authorRoman-Urrestarazu, Andres
dc.contributor.authorGriffiths, Sarah
dc.contributor.authorRuigrok, Amber NV
dc.contributor.authorHolt, Rosemary
dc.contributor.authorvan Kessel, Robin
dc.contributor.authorMcColl, Kathleen
dc.contributor.authorSherlaw, William
dc.contributor.authorBrayne, Carol
dc.contributor.authorCzabanowska, Kasia
dc.date.accessioned2018-12-18T00:32:19Z
dc.date.available2018-12-18T00:32:19Z
dc.date.issued2018
dc.identifier.issn1932-6203
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/287090
dc.description.abstractINTRODUCTION: Autistic people may have different educational needs that need to be met to allow them to develop their full potential. Education and disability policies remain within the competence of EU Member States, with current educational standards and provisions for autistic people implemented locally. This scoping review aims to map EU and national special education policies with the goal of scoping the level of fulfilment of the right to education of autistic people. METHODS: Four EU countries (United Kingdom, France, Poland and Spain) were included in this scoping review study. Governmental policies in the field of education, special education needs and disability law were included. Path dependency framework was used for data analysis; a net of inter-dependencies between international, EU and national policies was created. RESULTS AND DISCUSSION: Each country created policies where the right to free education without discrimination is provided. Poland does not have an autism specific strategy, whereas the United Kingdom, France and Spain have policies specifically designed for autistic individuals. Within the United Kingdom, all countries created different autism plans, nevertheless all aim to reach the same goal-inclusive education for autistic children that leads to the development of their full potential. CONCLUSION: Policy-making across Europe in the field of education has been changing through the years in favour of autistic people. Today their rights are noticed and considered, but there is still room for improvement. Results showed that approaches and policies vastly differ between countries, more Member States should be analysed in a similar manner to gain a broader and clearer view with a special focus on disability rights in Central and Eastern Europe.
dc.format.mediumElectronic-eCollection
dc.languageeng
dc.publisherPublic Library of Science (PLoS)
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectHumans
dc.subjectCross-Cultural Comparison
dc.subjectEducation
dc.subjectChild
dc.subjectDisabled Children
dc.subjectPoland
dc.subjectFrance
dc.subjectSpain
dc.subjectPolicy
dc.subjectAutism Spectrum Disorder
dc.subjectUnited Kingdom
dc.titleAutism and the right to education in the EU: Policy mapping and scoping review of the United Kingdom, France, Poland and Spain.
dc.typeArticle
prism.issueIdentifier8
prism.publicationDate2018
prism.publicationNamePLoS One
prism.startingPagee0202336
prism.volume13
dc.identifier.doi10.17863/CAM.34400
dcterms.dateAccepted2018-08-01
rioxxterms.versionofrecord10.1371/journal.pone.0202336
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2018-01
dc.contributor.orcidRoman-Urrestarazu, Andres [0000-0002-2405-9432]
dc.identifier.eissn1932-6203
rioxxterms.typeJournal Article/Review
pubs.funder-project-idGillings Family Foundation
cam.issuedOnline2018-08-30


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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International