TY - JOUR
T1 - Autism and family involvement in the right to education in the EU
T2 - policy mapping in the Netherlands, Belgium and Germany
AU - van Kessel, Robin
AU - Roman-Urrestarazu, Andres
AU - Ruigrok, Amber
AU - Holt, Rosemary
AU - Commers, Matt
AU - Hoekstra, Rosa A.
AU - Czabanowska, Katarzyna
AU - Brayne, Carol
AU - Baron-Cohen, Simon
N1 - Funding Information:
The project leading to this application has received funding from the Innovative Medicines Initiative 2 Joint Undertaking (JU) under grant agreement No 777394. The JU receives support from the European Union’s Horizon 2020 research and innovation programme and EFPIA and AUTISM SPEAKS, Autistica, SFARI. Dr Andres Roman-Urrestarazu’s work received funding from the Gillings Fellowship in Global Public Health and Autism Research, Grant Award YOG054. Dr Rosemary Holt and Dr Amber Ruigrok received funding from the Innovative Medicines Initiative EU-AIMS (grant agreement n° 115300: FP7/2007–2013). Simon Baron-Cohen was supported by the Autism Research Trust, Autistica, and the MRC during the period of this work. Finally, all authors contributed equally in their respective ways.
Funding Information:
We would like to thank Dr Kasia Czabanowska and Dr Andres Roman-Urrestarazu for the collaboration opportunity between Maastricht University and the University of Cambridge. We would also like to thank Dr Rosa A. Hoekstra for her thorough insight in the Dutch autism environment. This research was supported by the Autism Research Centre and the Institute of Public Health of the University of Cambridge and we would like to thank them for the opportunity to conduct this project. We would also like to show our gratitude to the anonymous reviewers for their insights.
Publisher Copyright:
© 2019 The Author(s).
PY - 2019/12/9
Y1 - 2019/12/9
N2 - Introduction: In recent years, the universal right to education has been emphasised by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies relevant to special education needs and parental involvement of children with autism at an international level and in the Netherlands, Germany and Belgium.Methods: A policy path analysis was performed using a scoping review as an underlying methodological framework. This allowed for a rapid gathering of available data from which a timeline of adopted policies was derived.Results and discussion: Internationally, the universal right to education has been reinforced repeatedly and the values of the Universal Declaration of Human Rights have been reiterated with every reinforcement. Also, the additional support that a child with special education needs requires is acknowledged and measures are taken to facilitate access to any education for all children. There are slight cross-country differences between the countries under study, attributable to differences in national regulation of education. However, all countries have progressed to a state where the right to education for all children is integrated on a policy level and measures are taken to enable children with special needs to participate in education. Recently, an attempt to implement a form of inclusive education was made as a form of special needs provision. Nevertheless, nowhere has this been implemented successfully yet.Conclusion: The Universal Declaration of Human Rights was a critical juncture in international policy and created an environment where the universal right to education has been implemented for all children in the countries under study.
AB - Introduction: In recent years, the universal right to education has been emphasised by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies relevant to special education needs and parental involvement of children with autism at an international level and in the Netherlands, Germany and Belgium.Methods: A policy path analysis was performed using a scoping review as an underlying methodological framework. This allowed for a rapid gathering of available data from which a timeline of adopted policies was derived.Results and discussion: Internationally, the universal right to education has been reinforced repeatedly and the values of the Universal Declaration of Human Rights have been reiterated with every reinforcement. Also, the additional support that a child with special education needs requires is acknowledged and measures are taken to facilitate access to any education for all children. There are slight cross-country differences between the countries under study, attributable to differences in national regulation of education. However, all countries have progressed to a state where the right to education for all children is integrated on a policy level and measures are taken to enable children with special needs to participate in education. Recently, an attempt to implement a form of inclusive education was made as a form of special needs provision. Nevertheless, nowhere has this been implemented successfully yet.Conclusion: The Universal Declaration of Human Rights was a critical juncture in international policy and created an environment where the universal right to education has been implemented for all children in the countries under study.
KW - PATH DEPENDENCE
U2 - 10.1186/s13229-019-0297-x
DO - 10.1186/s13229-019-0297-x
M3 - Article
C2 - 31827745
SN - 2040-2392
VL - 10
JO - Molecular Autism
JF - Molecular Autism
IS - 1
M1 - 43
ER -