Abstract
European education policy is oriented toward the development of efficient and socially sensitive inclusive education. Simultaneously, implementation shows a significant gap with the varying levels of inclusive education among European countries. Problems seem to start with the terminology itself and continue with a lack of generalisable evaluation criteria applicable to a range of education processes related to students with special educational needs (SEN). This chapter aims to develop a framework for benchmarking the policies and practices of inclusive education, based on comparative research in three small countries in Southern and South-East Europe—Croatia, Italy and Portugal. The research results are based on focus group data collected from primary stakeholders of inclusive education practice at the primary level (school teachers and professionals with experience in inclusive education).
Published Version
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