Date of Award

2014

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Education

Abstract

Since the Salamanca Framework was established in 1994, countries have made a concerted effort to work to promote special education, namely inclusive education or inclusion. The recognition of students with special educational needs (SEN) has lead to national policies in which students with SEN are brought into the classroom along side their peers. Despite these efforts, there is an interruption between policy and practice which ultimately prevent students with SEN to enter the classroom or to receive an education. This thesis looks at the loose coupling of policy and practice with in special education by analyzing the practices of nine different countries that contradict the policy that was implemented.

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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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