ORCID Profile
0000-0001-5766-296X
Current Organisations
University of California Santa Cruz
,
Maastricht University
,
The London School of Economics and Political Science
,
UMCG department of Primary and long-term care, section Midwifery Science
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Related Links
Publications
Autism and education-Teacher policy in Europe: Policy mapping of Austria, Hungary, Slovakia and Czech Republic.
Publisher: Elsevier BV
Date: 10-2020
Inclusive Education in the European Union: A Fuzzy-Set Qualitative Comparative Analysis of Education Policy for Autism
Publisher: Research Square Platform LLC
Date: 22-06-2020
DOI: 10.21203/RS.3.RS-36514/V1
Abstract: Background: Children with special education needs (SEN), such as autistic children, benefit from being included in education along with typical peers. However, development and implementation of inclusive education (IE) is considered difficult. This paper identifies conditions that facilitate IE development for autistic children in the European Union and benchmarks to track IE policy development. Methods: Education policy data from thirty legislative regions in the European Union were analyzed through a qualitative comparative analysis using eight conditions: a definition of SEN, the right to education for children with SEN, support for teaching staff, support services for children with SEN, in idualized learning outcomes, parental involvement, and mixed mainstream classes.Results: The right to education for children with SEN is implemented in all regions under study. Seven of the examined conditions were associated with an environment of IE in the European Union from an autism perspective: an established definition of SEN, support for teaching staff, general availability of support services for children with SEN, in idualized learning outcomes, parental involvement, IE policies, and mixed mainstream classrooms. Mixed classrooms and support services for children with SEN were identified as necessary for IE. IE policies and support for teaching staff were present in all scenarios that facilitated IE. Even though the analysis was initially focused on autism, the policies consisted predominantly of general SEN policies. As such, the results can be interpreted in a wider context, beyond autism.Conclusion: Mixed mainstream classrooms and support services for children with special needs were found essential for consistent IE development. Support for teaching staff and IE policies facilitate IE and should be further explored and implemented.
Autism and the right to education in the EU: policy mapping and scoping review of Nordic countries Denmark, Finland, and Sweden.
Publisher: Springer Science and Business Media LLC
Date: 12-2019
DOI: 10.1186/S13229-019-0290-4
Abstract: The universal right to education for people with disabilities has been highlighted by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies addressing the right to education and special education needs of autistic children in Denmark, Sweden, and Finland . A policy path analysis was carried out using a scoping review as an underlying framework for data gathering. Policy mapping was performed independently by both lead authors to increase reliability. The values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities have been closely translated into the respective education systems of the countries under study, offering special education needs services and support in mainstream education with the aim of including as many children into mainstream education as possible. Even though the education systems are comparable, the approaches between the countries under study are slightly different. Denmark and Sweden have passed several policies specifically geared towards special education needs, while Finland incorporates this more in general education policy. All countries under study have incorporated the values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities in their respective education systems while emphasising the need to include as many children in the mainstream system as possible.
Lifetime prevalence of novel psychoactive substances use among adults in the USA: Sociodemographic, mental health and illicit drug use correlates. Evidence from a population-based survey 2007-2014.
Publisher: Public Library of Science (PLoS)
Date: 30-10-2020
Quotas, and Anti-discrimination Policies Relating to Autism in the EU: Scoping Review and Policy Mapping in Germany, France, Netherlands, United Kingdom, Slovakia, Poland, and Romania.
Publisher: Wiley
Date: 22-05-2020
DOI: 10.1002/AUR.2315
The effect of medical and operative birth interventions on child health outcomes in the first 28 days and up to 5 years of age: A linked data population-based cohort study
Publisher: Wiley
Date: 25-03-2018
DOI: 10.1111/BIRT.12348
Autism and family involvement in the right to education in the EU: policy mapping in the Netherlands, Belgium and Germany.
Publisher: Springer Science and Business Media LLC
Date: 12-2019
DOI: 10.1186/S13229-019-0297-X
Abstract: 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. 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. 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. 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.
Inclusive education in the European Union: A fuzzy-set qualitative comparative analysis of education policy for autism
Publisher: Informa UK Limited
Date: 03-02-2021
Autism and the right to education in the EU: Policy mapping and scoping review of the United Kingdom, France, Poland and Spain.
Publisher: Public Library of Science (PLoS)
Date: 30-08-2018
Correction: Lifetime prevalence of novel psychoactive substances use among adults in the USA: Sociodemographic, mental health and illicit drug use correlates. Evidence from a population-based survey 2007-2014.
Publisher: Public Library of Science (PLoS)
Date: 27-04-2021
Related Organisations
University Of California Santa Cruz
Location: United States of America
The London School Of Economics And Political Science
Location: United Kingdom of Great Britain and Northern Ireland
UMCG Department Of Primary And Long-term Care, Section Midwifery Science
Location: Netherlands
University Of Oxford
Location: United Kingdom of Great Britain and Northern Ireland
University Of Cambridge
Location: United Kingdom of Great Britain and Northern Ireland
Related Funding Activities
No related grants have been discovered for Esther Feijen-de Jong.