Professionalization as a Lever for Inclusion? A Multiple-Case Study Using Qualitative Comparative Analysis

• In Event: AERA Poster Session 10
  In Poster Session: Poster 11: Inclusion

Abstract

Belgium ratified the UN Convention on the Rights of Persons with Disabilities in 2009, implying that Flanders aims to reduce the current segregated school system, which provokes some resistance from practitioners. This study uses qualitative comparative analysis, based on case studies in 19 Flemish schools, to identify (combinations of) features of professional development initiatives (PDI) that are associated with willingness of school teams to include students with special educational needs (SEN) in their school. The main finding is that positive experiences with students with SEN have more impact on school teams than PDI’s. Nevertheless, PDI’s were positively assessed by the school team when it was designed in line with the teams needs and the quality of the trainer was valued.

Authors

• Aster Van Mieghem, University of Antwerp

• Karine Verschueren, KU Leuven

• Elke Struyf, University of Antwerp