Autism and the right to education in the EU: policy mapping and scoping review of Nordic countries Denmark, Finland, and Sweden
Authors
van Kessel, Robin
Walsh, Sebastian
Ruigrok, Amber N. V.
Holt, Rosemary
Yliherva, Anneli
Kärnä, Eija
Moilanen, Irma
Hjörne, Eva
Johansson, Shruti Taneja
Schendel, Diana
Pedersen, Lennart
Jørgensen, Meta
Brayne, Carol
Baron-Cohen, Simon
Publication Date
2019-12-11Journal Title
Molecular Autism
Publisher
BioMed Central
Volume
10
Issue
1
Language
en
Type
Article
This Version
VoR
Metadata
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van Kessel, R., Walsh, S., Ruigrok, A. N. V., Holt, R., Yliherva, A., Kärnä, E., Moilanen, I., et al. (2019). Autism and the right to education in the EU: policy mapping and scoping review of Nordic countries Denmark, Finland, and Sweden. Molecular Autism, 10 (1) https://doi.org/10.1186/s13229-019-0290-4
Abstract
Abstract: Introduction: The universal right to education for people with disabilities has been highlighted by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies addressing the right to education and special education needs of autistic children in Denmark, Sweden, and Finland. Methods: A policy path analysis was carried out using a scoping review as an underlying framework for data gathering. Policy mapping was performed independently by both lead authors to increase reliability. Results and discussion: The values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities have been closely translated into the respective education systems of the countries under study, offering special education needs services and support in mainstream education with the aim of including as many children into mainstream education as possible. Even though the education systems are comparable, the approaches between the countries under study are slightly different. Denmark and Sweden have passed several policies specifically geared towards special education needs, while Finland incorporates this more in general education policy. Conclusion: All countries under study have incorporated the values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities in their respective education systems while emphasising the need to include as many children in the mainstream system as possible.
Keywords
Research
Sponsorship
Gillings School of Public Health (US) (SYOG054)
Innovative Medicines Initiative 2 Joint Undertaking (777394)
Identifiers
s13229-019-0290-4, 290
External DOI: https://doi.org/10.1186/s13229-019-0290-4
This record's URL: https://www.repository.cam.ac.uk/handle/1810/314960
Rights
Attribution 4.0 International (CC BY 4.0)
Licence URL: https://creativecommons.org/licenses/by/4.0/
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