Tisdall, E. K., &amp; Riddell, S. (2006). Policies on special needs education: Competing strategies and discourses. European Journal of Special Needs Education, 21(4), 363–379. https://doi.org/10.1080/08856250600956154 

University of Notre Dame

Children with special education needs (SEN) are catered to via an inclusion approach, with certain kids also receive “special” education when necessary. The discourse branched out to also address the issue of providing SEN to children considered disruptive, with the government taking steps to reduce lost class days due to school exclusion. Scotland and the rest of the UK follow the multi-track approach, with SEN being a topic of constant change and debate.

Special Needs Education Policies in Scotland

Policies on special needs education: Competing strategies and discourses.

Three Main Special Needs Education Approaches of the EADSNE

The analysis of special needs education policies touches on the topics of education as well provides a study on governance and public policy. It allows for the development of typologies. As result, there is also a shift of focus from government to governance, in which attention is given to people other than the “centre”. 

Significance of Special Needs Education Policy Analysis (Scotland)

Different typologies and models such as those of Kirp and Hill and Hupe were applied in the analysis of special needs education policies. From the Scottish perspective, there are three main approaches, that overlap and appear to all aim toward inclusion: individualized, systems, and anti-discrimination approaches.

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