Issue addressed

The aim of this paper is to explore how disabilities are ‘socially constructed' within the educational system. Moreover, conceptual frameworks for diagnostics as well as assessment models are being discussed. Relevance is given as an inclusive educational system gives the frame. It's driven by the question if categorization through special educational needs is relevant, useful and appropriate?

Method

A comparative perspective of two countries, Germany and Sweden, is the starting point for understanding and comparing different diagnose and categorizing processes and professional responsibilities. The data entails international and national publications and steering documents.

Analysis/ results

The results implicate that the use of different assessment measures as well as resources leads to a variation in practice regarding differentiation and adaption in learning processes.

References

Isaksson, Joakim, Lindqvist, Rafael & Bergström, Erik (2010). 'Pupils with special educational needs': a study of assessments and categorizing processes regarding pupils' school difficulties in Sweden. International Journal of Inclusive Education, 14(2), 133-151.

National Council for Special education (NCSE) (2010). Procedures used to Diagnose a Disability and to Assess Special Educational Needs: An International Review. By Dr Martin Desforges and Professor Geoff Lindsay, Centre for Educational Development, Appraisal and Research, University of Warwick. Report nr. 5.

Nilholm, Claes, Almqvist, Lena, Göransson, Kerstin & Lindqvist (2013). Is it possible to get away from disability-based classifications in education? An empirical investigation of the Swedish system. Scandinavian Journal of Disability Research, 15(4), 379-391.

Katzenbach, D. (2015). De-Kategorisierung inklusive? Über Risiken und Nebenwirkungen des Verzichts auf Etikettierungen. In C. Huf & I. Schnell (Hrsg.), Inklusive Bildung in Kita und Grundschule (33-55). Stuttgart: Kohlhammer Verlag.