ABSTRACT
For inclusive education, the assessment of special educational needs (SEN) is a crucial point. However, internationally, SEN is defined and categorized in very different ways, as our research from Sweden and the German state North Rhine-Westphalia illustrates. Based on analyses of assessment reports and interviews with professionals, theoretically orientated towards Fleck’s concept of thought styles, similarities and differences became apparent. In both countries, and somewhat contrary to the intention of the legislation, the schools play a key role when applying for SEN. During the assessment process, guardians and pupils are rather marginalized. As an obstacle for inclusion, a categorical and defect-orientated perspective is persistent in both countries, even though a relational perspective is more visible in Sweden than in Germany. A substantial difference lies in different professional roles with regard to assessment: in Sweden, a multi-professional pupil welfare team, and in Germany, a dominating special education teacher. Moreover, the use of intelligence tests is less common in Sweden than in Germany. Awareness concerning neuropsychiatric diagnoses seems to be more noticeable in Sweden than in Germany where pedagogic support categories have a higher influence. We conclude that in both countries, a transformation of the thought style could support inclusion. In this context, an accentuation of the relational perspective, the stronger involvement of the pupils’ viewpoints and the learning environment into the assessment are seen as opportunities, but also as major challenges.
