Implementation of Inclusive Education in Flemish Primary Schools: A multiple case study

This paper presents the results of a qualitative multiple-case study on the implementation of inclusive education and the factors that support or hinder this innovation process in Flemish primary schools. Semi-structured interviews with all persons concerned have been analysed making use of an innovation process model. This resulted in a detailed description of the innovation process in 10 mainstream primary schools. The results of a cross-site analysis show that in the sample schools the first steps had been taken towards inclusive education but that the initiatives were on a very limited scale and the results were variable. Internal and external cooperation and consultation seem to be important positive factors in this implementation process. The fact that teachers still consider children with special educational needs to be a special ('defective') group hinders the development of a truly inclusive vision and practice.