Titill: | Policies for Inclusion in Iceland: Possibilities and Challenges |
Höfundur: |
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Útgáfa: | 2019-03-15 |
Tungumál: | Enska |
Umfang: | 57–70 |
Háskóli/Stofnun: | Háskóli Íslands University of Iceland |
Svið: | School of education (UI) Menntavísindasvið (HÍ) |
ISBN: | 978-952-337-135-4 978-952-337-136-1 |
Birtist í: | Including the North : a comparative study of the policies on inclusion and equity in the Circumpolar North; |
Efnisorð: | Inclusive education; Educational policies; Menntastefna; Skóli án aðgreiningar |
URI: | https://hdl.handle.net/20.500.11815/2466 |
Tilvitnun:Óskarsdóttir, E., Gísladóttir, K.R. and Guðjónsdóttir, H. (2019). Policies for inclusion in Iceland: possibilities and challenges. In M. C. Beaton, D. B. Hirshberg, G. R. Maxwell & J. Spratt (eds.), Including the north: A comparative study of the policies on inclusion and equity in the circumpolar north, (p. 57-70). Rovaniemi: University of Lapland.
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Útdráttur:The purpose of this chapter is to analyse the development of the inclusive education system in Iceland, as well as the response to the 2008 education act and
2011 National Curriculum. The idea of inclusion has been implicit in Icelandic law
since 1995, although it was not until 2008 that the Icelandic act for compulsory
schooling explicitly declared that pupils should be educated in inclusive schools
(Lög um grunnskóla, 91/2008). The ensuing 2011 National Curriculum is based
on six fundamental pillars for education: literacy, sustainability, democracy and
human rights, equality (equity), health and welfare, and creativity. These fundamental pillars are grounded in the imperative of providing general education to
all, in order to foster each individual’s ability to meet life’s challenges (Mennta- og
Menningamálaráðuneytið, 2011).
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Leyfi:CC 4.0 BY-NC-ND
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