The role of teachers dealing with dilemma caused by the international right to inclusive education and the SEN assessment practices in Austria

References

• Ahrbeck, B. 2016. Inklusion. Eine Kritik [Inclusion. A Critique. Stuttgart: Kohlhammer.
   Google Scholar
• Ainscow, M., T. Booth, and A. Dyson. 2006. Improving Schools, Developing Inclusion. London: Routledge.
   Google Scholar
• Allman, D. 2013. “The Sociology of Social Inclusion.” Sage Open 3 (1): 215824401247195. https://doi.org/10.1177/2158244012471957.
   Google Scholar
• Ansperger, R., G. Wetzel, and J. Sauer. 1999. “Die Gutachtenerstellung im Rahmen des Feststellungsverfahrens zum Sonderpädagogischen Förderbedarf. Eine Analyse der Praxis in Österreich [The Preparation of Reports As Part of the Assessment Procedure for Special Educational Needs. An Analysis of Practice in Austria].” Heilpädagogik 42 (8): 8–17.
   Google Scholar
• Barbour, R. 2014. “Analysing Focus Groups.” In The SAGE Handbook of Qualitative Data Analysis, edited by U. Flick, 313–327. Thousand Oaks, CA: Sage Publications. https://doi.org/10.4135/9781849208956.
   Google Scholar
• Biewer, G., O. Koenig, G. Kremsner, L.-K. Möhlen, M. Proyer, S. Prummer, Resch, K., Steigmann, F., Subasi Singh, S. 2020. Evaluierung des Nationalen Aktionsplans Behinderung 2012–2020 [Evaluation of the National Action Plan Disability 2012–2020]. Vienna: Ministry for Social Affairs, Health, Care, and Consumerisum. https://phaidra.univie.ac.at/detail/o:1126770.
   Google Scholar
• BMWFW. 2023. “Sonderpädagogischer Förderbedarf”[ Special Educational Needs]. https://www.bmbwf.gv.at/Themen/schule/beratung/schulinfo/sonderpaedagogischer_fb.html.
   Google Scholar
• Buchner, T., and Proyer, M. (2020). “From special to inclusive education policies in Austria – developments and implications for schools and teacher education.” European Journal of Teacher Education 43 (1), 83–94. https://doi.org/10.1080/02619768.2019.1691992.
   Web of Science ®Google Scholar
• Clark, C., A. Dyson, A. Millward, and S. Robson. 1999. “Theories of Inclusion, Theories of Schools: Deconstructing and Reconstructing the ‘Inclusive school’.” British Educational Research Journal 25 (2): 157–177. https://doi.org/10.1080/0141192990250203.
   Google Scholar
• Clarke, A. E., C. Friese, and R. Washburn. 2022. Situational Analysis in Practice. Mapping Research with Grounded Theory. London: Routledge. https://doi.org/10.4324/9781003035923.
   Google Scholar
• EASNIE (European Agency for Special Needs and Inclusive Education), Marcella Turner-Cmuchal, and Améie Lecheval, edited by. 2022. Legislative Definitions Around Learners’ Needs: A Snapshot of European Country Approaches. Odense, Denmark.
   Google Scholar
• Ebersold, S., and M. Cor. 2016. “Financing Inclusive Education: Policy Challenges, Issues and Trends.” In Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap, edited by A. Watkins and C. Meijer, 37–62. Bingley: Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-363620160000008004.
   Google Scholar
• Feyerer, E. 2009. “Ist Integration “normal“ geworden? [Is Integration the New Normal?].” Zeitschrift Für Inklusion 3. 2. https://www.inklusion-online.net/index.php/inklusion-online/article/view/162.
   Google Scholar
• Florian, L. 2014. “What Counts as Evidence of Inclusive Education?” European Journal of Special Needs Education 29 (3): 286–294. https://doi.org/10.1080/08856257.2014.933551.
   Web of Science ®Google Scholar
• Gasteiger-Klicpera, B., T. Buchner, E. Frank, R. Grubich, V. Hawelka, P. Hecht. 2023. Evaluierung der Vergabepraxis des sonderpädagogischen Förderbedarfs (SPF) in Österreich [Evaluation of the SEN assessment procedure in Austria]. Vienna: Ministry for Education, Sciences, and Research.
   Google Scholar
• Gitschthaler, M., J. Kast, R. Corazza Ruppert, and S. Schwab. 2021. “Resources for Inclusive Education in Austria: An Insight into the Perception of Teachers.” In Resourcing Inclusive Education, edited by J. Goldan and J. Lambrecht and T. Loreman, 67–88, Bingley, U.K: Emerald Publishing Limited.
   Google Scholar
• Göranson, K., and C. Nilholm. 2014. “Conceptual Diversities and Empirical Shortcomings – a Critical Analysis of Research on Inclusive Education.” European Journal of Special Needs Education 29 (3): 265–280. https://doi.org/10.1080/08856257.2014.933545.
   Web of Science ®Google Scholar
• Grubich, R. 2011. “Zur schulischen Situation von Kindern und Jugendlichen mit Sonderpädagogischem Förderbedarf (SPF) in Österreich – Analyse im Lichte der UN-Konvention über die Rechte von Menschen mit Behinderung [The school situation of children and adolescents with special educational needs (SEN) in Austria – An analysis in the light of the UN-Convention on the rights of people with disabilities].” Zeitschrift Für Inklusion 2. https://www.inklusion-online.net/index.php/inklusion-online/article/view/90.
   Google Scholar
• Hartmann, B., and M. Urban. 2011. “Qualitat Förderpadagogischer Gutachten [Quality in Special Education Needs Assessments].” Inklusion in bildungsinstitutionen. Eine Herausforderung an die Heil- und Sonderpädagogik [Inclusion in teaching institutions. Challenges to special pedagogy], edited by B. Lütje-Klose, M.-T. Langer, and B. Serke, 316–320. Bad Heilbrunn, Germany: Verlag Julius Klinkhardt.
   Google Scholar
• Klicpera, C., and B. Gasteiger- Klicpera-. 2006. “Erstellung von Gutachten über den sonderpädagogischen Förderbedarf: Ergebnisse einer Befragung der Bezirksschulräte und der Leiter der sonderpädagogischen Zentren in drei österreichischen Bundesländern. [Preparation of SEN assessment reports: results of a survey of school boards and heads of special education centers in three Austrian federal states.].” Heilpädogische Forschung Zeitschrift für Pädagogik und Psychologie der Behinderungen 30 (4): 198–209.
   Google Scholar
• Knickenberg, M., C. Zurbriggen, M. Venetz, S. Schwab, and M. Gebhardt. 2020. “Assessing Dimensions of Inclusion from students’ Perspective – Measurement Invariance Across Students with Learning Disabilities in Different Educational Settings.” Settings European Journal of Special Needs Education 35 (3): 287–302. https://doi.org/10.1080/08856257.2019.1646958.
   Web of Science ®Google Scholar
• Krammer, M., M. Gebhardt, P. Rossmann, L. Paleczek, and B. Gasteiger-Klicpera. 2014. “On the Diagnosis of Learning Disabilities in the Austrian School System: Official Directions and the Diagnostic Process in Practice in Styria/Austria.” ALTER, European Journal of Disability Research 8 (1): 30–39. https://doi.org/10.1016/j.alter.2013.11.001.
   Google Scholar
• Lipsky, M. 1969. Street-Level Bureaucracy: Dilemmas of the Individual in Public Services. New York: Russell Sage Foundation. https://doi.org/10.7758/9781610447713.
   Google Scholar
• Nilholm, C. 2021. “Research About Inclusive Education in 2020 – How Can We Improve Our Theories in Order to Change Practice?” European Journal of Special Needs Education 36 (3): 358–370. https://doi.org/10.1080/08856257.2020.1754547.
   Web of Science ®Google Scholar
• Norwich, B. 2008. Dilemmas of Difference, Inclusion and Disability. International Perspectives and Future Directions. London: Routledge.
   Google Scholar
• Norwich, B. 2010. “Dilemmas of Difference, Curriculum and Disability: International Perspectives.” Comparative Education 46 (2): 113–135. https://doi.org/10.1080/03050061003775330.
   Web of Science ®Google Scholar
• Oliver, M. (2013). “The social model of disability: thirty years on.” Disability & Society, 28(7), 1024–1026. https://doi.org/10.1080/09687599.2013.818773.
   Web of Science ®Google Scholar
• Schädler, J., and Dorrance, C. (2012). “Barometer of Inclusive Education – Konzept methodisches Vorgehen und Zusammenfassung der Forschungsergebnisse ausgewählter europäischer Länder.” Zeitschrift für Inklusion (4). https://www.inklusion-online.net/index.php/inklusion-online/article/view/75.
   Google Scholar
• Schwab, S. (2020). Inclusive and Special Education in Europe. In S., Schwab (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1230.
   Google Scholar
• Schwab, S., M. G. P. Hessels, T. Obendrauf, M. C. Polanig, and L. Wölflingseder. 2015. “Assessing Special Educational Needs in Austria: Description of Labeling Practices and Their Evolution from 1996 to 2013.” Journal of Cognitive Education & Psychology 14 (3): 329–342. https://doi.org/10.1891/1945-8959.14.3.329.
   Google Scholar
• Seyda, S. S. 2020. Overrepresentation of Immigrants in Special Education: A Grounded Theory Study on the Case of Austria. Bad Heilbrunn: Verlag Julius Klinkhardt.
   Google Scholar
• Skrtic, T. M. 1991. Behind Special Education: A Critical Analysis of Professional Culture and School Organization. Denver, CO: Love Publishing.
   Google Scholar
• Slee, R. 2011. The Irregular School. London: Routledge.
   Google Scholar
• Statistik Austria. 2024. “Schulstatistik ab 2006.“ https://www.statistik.at/statistiken/bevoelkerung-und-soziales/bildung/schulbesuch/schuelerinnen
   Google Scholar
• Tangen, R. 2008. ““Listening to children’s Voices in Educational Research: Some Theoretical and Methodological Problems.” “European Journal of Special Needs Education 23 (2): 157–166. https://doi.org/10.1080/08856250801945956.
   Google Scholar
• Thomazet, S. 2009. “From Integration to Inclusive Education: Does Changing the Terms Improve Practice?” International Journal of Inclusive Education 13 (6): 553–563. https://doi.org/10.1080/13603110801923476.
   Web of Science ®Google Scholar
• Ydesen, C., A. L. Milner, T. Aderet-German, E. G. Caride, and Y. Ruan. 2022. Educational Assessment and Inclusive Education. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-19004-9.
   Google Scholar