Appropriate Education in relation to Inclusion

Abstract

Objective: The purpose of this research was to examine the mission and vision of policymakers, parents and teachers about the Dutch policy on inclusive education, named as Passend Onderwijs: Appropriate Education (AE), and to discuss in which way these missions and vision relate to the theoretical definition of inclusive education. Method: a qualitative content analysis of 39 published documents about Appropriate Education (AE). Results: the objectives behind the implementation of AE derive partly from problems experienced in the former educational system. Policymakers, parents and teachers alike, agree on the need of a bigger influence in education on finding an appropriate place for every pupil and decreasing bureaucracy in the system. Views differ on the roles that every concerning party has to play in the realization of this policy. Conclusion: the system of AE is partly inclusive, because of the focus on realizing an appropriate place for every pupil. However, it lacks focus on quality of education.