Implementing Inclusive Education Policies -- The Challenges of Organizational Change in a Danish Municipality

Autor/inn/en	Ydesen, Christian; Andersen, Camila Kold
Titel	Implementing Inclusive Education Policies -- The Challenges of Organizational Change in a Danish Municipality
Quelle	In: Nordic Journal of Studies in Educational Policy, 6 (2020) 1, S.69-78 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ydesen, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2002-0317
DOI	10.1080/20020317.2020.1733848
Schlagwörter	Inclusion; Educational Legislation; Compulsory Education; School Districts; Educational Policy; Public Education; Mainstreaming; Organizational Change; Policy Analysis; Government School Relationship; Barriers; Municipalities; Administrator Attitudes; Politics of Education; Teacher Attitudes; Principals; Elementary Secondary Education; Decision Making; Administrative Organization; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Inklusion; Bildungsrecht; Schulgesetz; Schulpflicht; School district; Schulbezirk; Politics of education; Bildungspolitik; Öffentliche Erziehung; Organisationswandel; Politikfeldanalyse; Magistrat; Educational policy; Lehrerverhalten; Principal; Schulleiter; Decision-making; Entscheidungsfindung; Ausland; Dänemark
Abstract	In 2012 the Danish Parliament passed legislation mandating that 96% of all students in compulsory public education attend regular classes. This target generally led to severe strains within local education authorities in Denmark. Civil servants, school principals, and teachers experienced inclusive education as a challenge rather than as an opportunity. In 2015 a municipality in Northern Jutland even decided to increase the target to 97% of all students. This article analyses the process and challenges of how inclusive education policies in this particular municipality were implemented and enacted between 2015 and 2019. Drawing on qualitative data, the article maps the discourse surrounding inclusive education and the organizational interactions between three levels of the local education authority: the political level, the civil servant level, and the local school level. The concluding discussion reports the findings and sheds light on the local challenges of organizational change in terms of inclusive education policies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01