Inclusive Education

A Comparative Analysis of Models in European Countries

Bibliographic Data

ID21445955
AuthorsJoanna Glodkowska (0000-0001-5579-060X, The Maria Grzegorzewska University Warsaw Poland), Iwona Konieczna (0000-0001-7489-0198, The Maria Grzegorzewska University Warsaw Poland, corresponding author)
Year2026
Volume61
Issue3
Publication date2026-09-01
Open AccessYes
TypeARTICLE
VenueEuropean Journal of Education (JOURNAL)
Journal identifiersISSN: 0141-8211 • E-ISSN: 1465-3435
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ejed.70710
OpenAlexW7163053658
LanguageEN
References cited24

This article analyses the evolution and diversification of inclusive education models in Europe, tracing their development from segregational to inclusive approaches. The analysis refers to key international documents, such as the Warnock Report and the UN Convention on the Rights of Persons with Disabilities. It demonstrates how the concept of ‘Education for All’ has shaped educational policies across Europe. Various models of inclusive education are presented, including full inclusion (e.g., Italy, Finland), the inclusive model (e.g., Spain, Ireland), the integrative model (e.g., Slovenia, Bulgaria), the dual model (e.g., Germany, Czech Republic) and the mixed model (e.g., Poland, France). The text focuses on the role of specialist teachers, including mobile special educators and educational assistants, as well as on individualised instruction and interdisciplinary cooperation. Common features and challenges in the implementation of inclusive education are identified, emphasising the need for flexibility and continuous development of educational systems

Convention · Convention on the Rights of Persons with Disabilities · Czech · Diversification (marketing strategy) · Dual (grammatical number) · Flexibility (engineering) · Inclusion (mineral) · Key (lock) · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Teacher Education and Leadership Studies

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