Sajátos nevelési igény: közpolitikák, tudományok, gyakorlatok
Special Educational Need: Policy, Science, and Practice

Summary/Abstract: The authors emphasize that the meaning and the official definition of SEN has changed on multiple occasions in the last decade as a result of the commonly shared idea of decision-makers and experts; this on one hand sees some Roma and other multiple-disadvantaged children being misdiagnosed as disabled or, on the other, gives us the unintended negative consequences of higher normative support for SEN children, namely segregation. The question for our study is the role of science and disciplinary areas for shaping policy in the field of SEN. Results show that the scientific and policy debates, whose participants represent different disciplines and ideological viewpoints – such as sociological critiques, special educational expertise, reform pedagogical ideas and (neuro)psychological theories of development – could create a platform for establishing an all-inclusive education. However, a more effective and precise diagnosis, and a lessening of segregation, did not come directly from these scientific debates or new psychometric tools – rather, it emanated from classical bureaucratic (regulating) and post-bureaucratic (financial incentives and counter-incentives) measures that had evolved next to and partly in connection with the scientific influences.

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