Does integration count for much? An analysis of the practices of integration in eight countries

Abstract

This article focuses on the state of the art of integration in eight western countries: Italy, Denmark, Sweden, United States, Germany, England, Belgium and the Netherlands. Both qualitative and quantitative information on integration practices is given, and from these findings general conclusions on similarities and differences in integration efforts and results are discussed. The differences in the incidence of special needs students in eight countries are mainly to be explained by the differences in registration procedures to enter special facilities in regular or special education. Despite these differences it seems that in all countries involved at least 1.5 per cent of all students is difficult to integrate in regular education settings.

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