The one track approach to special needs education involves all pupils enrolled and participating mainstream education (inclusion approach). EADSNE countries who follow this are Italy and Sweden.

One Track Approach

The multi-track approach to special needs education involves a mix of both mainstream and special education. EADSNE countries who follow this are the UK, France, Denmark.

Multi-Track Approach

The two-track approach to special needs education involves mainstream and special needs education being  maintained as two separate approaches. A EADSNE country who follows this is Switzerland.

Two-Track Approach

University of Notre Dame

In Scotland, children with special educational needs (SEN) are supported primarily through an inclusive approach, although some children also receive separate special education when necessary. Educational policy discourse has expanded to address SEN provision for disruptive students, with the government actively seeking to reduce lost class days resulting from school exclusions. Like the rest of the United Kingdom, Scotland operates under a multi-track approach where special education systems and policies are subject to ongoing debate and evolution (Tisdall & Riddell, 2006).

Special Needs Education Policies in Scotland

Tisdall, E. K., & Riddell, S. (2006). Policies on special needs education: Competing strategies and discourses. European Journal of Special Needs Education, 21(4), 363–379. https://doi.org/10.1080/08856250600956154

Policies on special needs education: Competing strategies and discourses.

The analysis of special needs education policies touches on the topics of education as well provides a study on governance and public policy. It allows for the development of typologies. As result, there is also a shift of focus from government to governance, in which attention is given to people other than the “centre”. 

Significance of Special Needs Education Policy Analysis (Scotland)

Different typologies and models such as those of Kirp and Hill and Hupe were applied in the analysis of special needs education policies. From the Scottish perspective, there are three main approaches, that overlap and appear to all aim toward inclusion: individualized, systems, and anti-discrimination approaches.

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