| Abstrakt: |
Three main periods may be discerned in the history of special education in Sweden: a) the stage of non‐differentiation; b) the stage of differentiation; c) the stage of integration. In the 1960s and 1970s, there was a major development of a range of special provision, in special schools, special classes and coordinated special education, within the framework of the comprehensive, compulsory school reform of 1962. Today the trend is towards non‐segregating measures within an individual and flexible programme in ‘a school for all’. Diagnosis is abolished as is the name ‘special education’, and the new curriculum has established a philosophy where handicap is seen as a relationship and the pupil welfare conference is responsible for designing remedial programme with a holistic view of the pupil. Two exceptions to the rule of integration in regular school classrooms are deaf pupils, who want to stay in segregated settings, and the mentally retarded, although there is a tendency towards increasing individual integration also within this latter group of pupils. [ABSTRACT FROM PUBLISHER] |
