ABSTRACT
For decades, educational scientists and actors in education policy in various European countries have been seeking impulses for the development of inclusive community school systems in the international arena. In the Central European countries, especially the German-speaking ones, Canada and the Scandinavian countries (e.g., Finland) were considered outstanding and promising models. This has been reinforced by the positive results in international educational research (e.g., PISA). In recent years, however, critical perspectives have also gained ground, according to the motto “not all that glitters is gold.” This chapter will begin by highlighting some perspectives of German-speaking authors on the Canadian education system. On the basis of current statistical data on inclusive school development, European Agency for Special Needs and Inclusive Education (EASNIE, 2020), the developments in European countries are discussed in a comparison with Canada.
