Prethodno priopćenje
https://doi.org/10.15516/cje.v19i0.2696
Education Policy Implementation from the Perspective of Pupils and Students with Disabilities
Ivona Salaj
orcid.org/0000-0002-1416-0991
; Office of the Ombudsman for Children
Sažetak
This paper aims to examine the perspectives of pupils and students with disabilities regarding their roles in the implementation of education policy for children and students with disabilities. The role of pupils and students with disabilities in the implementation of education policy is analysed using the Contextual Interaction Theory, created by Hans Bressers. The main assumption of the Contextual Interaction Theory is that policy is a process based on negotiation and participation of various social groups and organisations, that is, on multi-actor interactions. The data were therefore collected by focus group interviews. Eight focus groups were held between January 2014 and December 2015, including 45 participants (pupils with disabilities in upper secondary school classes and students with disabilities). The negative perception of disability, insufficient knowledge of advocacy for their needs, the lack of consideration for the beneficiary perspective and a low inclusion rate of beneficiaries in the implementation of education policy are the obstacles to an increased participation of pupils and students with disabilities in the implementation of education policy.
Ključne riječi
Contextual Interaction Theory; disability; policy implementation; stakeholders' role
Hrčak ID:
201187
URI
Datum izdavanja:
27.12.2017.
Posjeta: 2.161 *