| Inhalt | 6 |
| Teil I Inklusion im internationalen Kontext | 8 |
| Inklusion in Deutschland zwischen fachlichen und politischenAnforderungen – Was kann ein internationaler Blick leisten? | 9 |
| Einleitung | 9 |
| Wo steht Deutschland? | 11 |
| Inklusion ohne Behinderung?! | 15 |
| Der internationale Blick | 20 |
| Ausblick | 25 |
| Literatur | 26 |
| Inklusive Politik und Praxis im internationalen Vergleich | 30 |
| 1 Einleitung: Zur Geschichte des Begriffs Inklusion | 31 |
| 2 Fünf nationale Skizzen | 35 |
| 3 Die Diversität der inklusiven Idee zwischen sektoriellem und inklusivem Verständnis | 42 |
| Literatur | 46 |
| Der Begriff „Behinderung“ im Rechtsvergleich: UN-BRK, EU-Recht,Deutschland und ausgewählte Länder der EU | 50 |
| 1 Einleitung | 51 |
| 2 UN-BRK | 52 |
| 3 Behinderung im Europarecht | 53 |
| 4 Behinderung im deutschen Recht | 56 |
| 5 Behinderung in ausgewählten Mitgliedsstaaten der EU | 66 |
| 6 Zusammenfassung | 72 |
| Literatur | 73 |
| Teil II Strategien und Entwicklungen | 76 |
| Ein Vergleich der Frühförderung in Schweden und Deutschland: Die Bedeutung der Partizipation in der Frühförderung – das Kind als Auftraggeber seiner eigenen Förderung?! | 77 |
| 1 Einleitung | 78 |
| 2 Vorstellung der Einrichtungen | 80 |
| 3 Auftrag der Frühförderung/Habilitation | 83 |
| 4 Fazit | 95 |
| 5 Literatur | 97 |
| Co-teaching in inclusive primary schooleducation in Finland | 101 |
| 1 Inclusive education in Finland | 101 |
| 2 Co-teaching in Finland | 107 |
| 3 Classes of intensified support in Leikari school | 108 |
| 4 Conclusions | 115 |
| Inclusive education in Sweden and social representations | 120 |
| Introduction | 120 |
| Inclusive education in the Swedish context | 121 |
| A school for all | 122 |
| Contested concepts | 124 |
| Research on inclusive education | 125 |
| Social representation theory | 128 |
| Objectification and anchoring | 129 |
| Research on social representations | 131 |
| References | 136 |
| Policy and Practice towards Inclusion –From Historical Roots to Future Perspectives towards Inclusive Education | 140 |
| Introduction | 141 |
| A school for all: Historical roots | 141 |
| What became of the school for all in the development of the unified school? | 144 |
| The 1960s and the turn towards the school for all | 147 |
| Current Norwegian national educational system | 150 |
| Between principles and practice | 153 |
| Future Perspectives towards Inclusive Education | 156 |
| Conclusion | 158 |
| References | 158 |
| Institutional structures of inclusive Child Care and Schools in Poland | 163 |
| 1 Polish national legislation | 163 |
| 2 Inclusion in Poland – results of research conducted in 2010 | 167 |
| 3 Reforms concerning inclusive education in Poland | 169 |
| References | 175 |
| Success Factors and (unintended) Consequences of Inclusive Education in the United States – Implications for the German Context | 176 |
| Introduction | 177 |
| Historical Context and Legislation toward Inclusion in the United States | 178 |
| Key Success Factors | 182 |
| Teacher Attitudes | 182 |
| Role of principals | 183 |
| Interdisciplinary Teamwork | 183 |
| (Unintended) Consequences for Schools and Teachers | 184 |
| Increases in Special Needs Diagnoses and in Public Spending | 184 |
| Ballooning | 185 |
| Blurring of professional identities | 185 |
| Educational Triage & Teaching to the Test | 186 |
| Implications for the implementation of inclusive education in Germany | 187 |
| Increased Special Needs Diagnosis and Increased Spending | 188 |
| Ballooning | 189 |
| Blurring of Professional Identities | 190 |
| Educational triage & teaching to the test | 190 |
| Conclusion | 192 |
| References | 193 |
| Work inclusion: A goal enriching society | 199 |
| Introduction | 200 |
| Inclusion in Italy: A story to look forward | 201 |
| The major pitfalls to a possible, decent and meaningful working life | 203 |
| Life design and career construction: An essential premise for rich careeridentities | 205 |
| Toward supportive and inclusive work contexts for all | 209 |
| Let’s take advantage of new technologies! | 212 |
| Conclusion | 215 |
| References | 217 |
| Internationale Modelle beruflicherInklusion von Menschen mitBehinderung | 222 |
| Einleitung | 223 |
| Bedeutung einer weitergehenden beruflichen Inklusion | 225 |
| Vorteile für Menschen mit Behinderung | 225 |
| Vorteile für Unternehmen | 226 |
| Die Rolle des Personalmanagements für eine erfolgreiche beruflicheInklusion | 228 |
| Rekrutierung | 228 |
| Fallbeispiel Dow Chemicals: Bewerbertraining (Michigan und Zürich) | 229 |
| Karrieremanagement und Weiterbildung | 230 |
| Führung und Kultur | 232 |
| Literatur | 234 |
| Authors | 236 |
