Learning from others: Comparing institutionalizations of special and inclusive education

Inclusive education has become a leading theme in education internationally over the past several decades. Despite the rising importance of comparative data in educational research, policymaking, and practices, these have not received the attention they deserve in the fields of inclusive and special education. This is so despite comparative and international approaches and studies being crucial to address key theoretical, methodological, and practical concerns. Although inclusive education as a human right has become a global norm, the definitions of “inclusion” reflect contrasting and divergent understandings, with important implications for policy reforms and their implementation. In fact, paradoxically, in many contexts segregated and separate settings have been maintained or even extended—under the banner of expanding inclusion. Thus, this contribution explores contemporary challenges by discussing findings on persistence and change in special and inclusive education, especially based on comparative and collaborative studies in Europe and North America.