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Education Systems and InequalitiesInternational Comparisons$
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Andreas Hadjar and Christiane Gross

Print publication date: 2016

Print ISBN-13: 9781447326106

Published to University Press Scholarship Online: January 2017

DOI: 10.1332/policypress/9781447326106.001.0001

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date: 19 August 2017

From exclusion and segregation to inclusion? Dis/ability-based inequalities in the education systems of Germany and Nigeria

From exclusion and segregation to inclusion? Dis/ability-based inequalities in the education systems of Germany and Nigeria

Chapter:
(p.207) Ten From exclusion and segregation to inclusion? Dis/ability-based inequalities in the education systems of Germany and Nigeria
Source:
Education Systems and Inequalities
Author(s):

Julia Biermann

Justin J. W. Powell

Publisher:
Policy Press
DOI:10.1332/policypress/9781447326106.003.0011

While many groups have historically been marginalised in education systems, few groups have faced the same extent of exclusion and discrimination within formal education systems as the diverse group of pupils with disabilities, learning difficulties or disadvantages. A range of special education settings have been institutionalised, yet most often support and services were and continue to be provided in segregated or separated formal settings. However, over the past several decades, Education for All and inclusive education have become worldwide norms, authorised in global human rights charters. To emphasise such developments, we examine contrasting cases: countries that both strive to become more “inclusive,” yet exhibit considerable barriers to inclusion. Nigeria, with a huge out-of-school population, endeavours to reduce prevalent exclusion from schooling, but attempts to do so by expanding special education. Germany attempts to reduce persistent segregation, but rates of special schooling continue to increase.

Keywords:   disadvantages, disabilities, inclusive education, education systems, special education

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