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Evaluating social capital indicators and national inclusive education policies in six European countries
Neurological Institute Carlo Besta IRCCS Foundation, Milan, Italy.
Jönköping University, School of Education and Communication, HLK, CHILD. (CHILD)
Centre for Bioethics, Babes-Bolyai University, Cluj-Napoca, Romania.
Zurich University of Teacher Education, Switzerland.
Show others and affiliations
2012 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Article in journal (Refereed) Submitted
Abstract [en]

This paper investigates how measures of social capital correspond with inclusive education policies by linking both to the ICF-CY. The method employs cross-country comparative analyses of six European countries – Germany, Greece, Romania, Spain, Sweden, and the United Kingdom – based on social capital indicators from the European Social Survey (Round 4-2008), along with comparison on the level of inclusive education policies within these countries by analyzing policies from a participation perspective. The results indicate that the ICF-CY is a useful tool for measuring both social capital and inclusive education policies, and although no connections could be drawn between social capital and inclusive education policy, the ICF-CY provided a consistent and common language for describing health and its related topics.

Place, publisher, year, edition, pages
2012.
Keyword [en]
special education, social context, educational policy, content analysis
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Law and Society Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
URN: urn:nbn:se:hj:diva-18078OAI: oai:DiVA.org:hj-18078DiVA: diva2:527979
Projects
MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
Available from: 2012-05-23 Created: 2012-05-23 Last updated: 2014-03-24Bibliographically approved
In thesis
1. Bringing more to participation: Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
Open this publication in new window or tab >>Bringing more to participation: Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

As societies the world over move towards defining inclusive and effective education systems this presents the educator with the new challenge of providing an equal and democratic education environment for all students. With children the nature of functioning and environmental settings varies greatly in comparison with adults and assessing children’s involvement in activities is of particular importance to ensure effective and inclusive society building through education. Building on the existing and previous participation research this thesis specifically aims to provide a means to theorize participation from two perspectives (frequency of attending and intensity of involvement) and put in to operation using five dimensions of the environment: availability, accessibility, affordability, accommodability, and acceptability. Contextually this has been done by investigating children in need of additional support (including children with disabilities) at school. Results indicate that while research and theory take a holistic and balanced approach by using participation based on two perspectives, this has yet to filter down to practice. A new approach to measuring inclusive education using social capital, the five environmental dimensions, and the ICF-CY is proposed and tested. However, while the ICF-CY provides a consistent descriptive framework, no clear connections between social capital and inclusive education policy could be drawn and the five environmental dimensions – especially the involvement-related ones – need further development. The final paper presents evidence from the individual perspective for a third ICF-CY activities and participation qualifier to represent the subjective experience of involvement. Participation can thus be regarded as a multi-dimensional phenomenon with two main conceptual roots: sociology and developmental psychology.

Place, publisher, year, edition, pages
Jönköping: School of Education and Communication, 2012. 200 p.
Series
Doktorsavhandlingar från Högskolan för lärande och kommunikation, ISSN 1652-7933 ; 16
Series
Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 42
Keyword
Participation, involvement, frequency, child, ICF-CY, inclusive educa-tion, policy
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-18079 (URN)978-91-628-8484-0 (ISBN)
Public defence
2012-06-15, Hb116, Högskolan för lärande och kommunikation, Högskolan Jönköping, Jönköping, Jönköping, 13:15 (English)
Opponent
Supervisors
Projects
MURINET project (Multidisciplinary Research Network on Health and Disability in Europe, European Commission project funded within the Sixth Framework Programme, MRTN-CT-2006-035794).
Available from: 2012-05-24 Created: 2012-05-23 Last updated: 2015-08-27Bibliographically approved

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