![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The paper addresses the issues of trying to find a common means of comparison of educational systems for pupils with special educational needs within Europe. There is a consistency of some kind in the fact that different systems share a compulsory mode of educating all pupils, starting from approximately 4‐7 years up to 14‐16 years of age. In the legislative and policy‐making practice in different countries there are differences in respect to formulating the law through general directives for ordinary schooling or special laws for ‘handicapped’ pupils (as they are often referred to in a European context), or children with special educational needs. This problem is generally a reflection of the forms of educational provision in national settings, that is, whether there is a view that children with special educational needs form a very small minority, and are subsequently treated as such, or whether all children may be considered as having special educational needs at some time in their school career, which signifies a much greater need to provide special support for all children in a mainstream or ordinary school context. The development of a research focus in this area is encouraged in various ways through the financial support of the EC; however, there are tensions in the structures of the different systems and forms of cultural hegemony which encourage or discourage the development of equal opportunity and respect for diversity within the curriculum in some countries. The current themes in Europe are examined and literature in the field is used to ascertain the direction of change and the new ideology in vogue. Special education in Europe is viewed in a broad sense, with its background and traditions, and the present directions of the new Europe in national and international terms.