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Autism and family involvement in the right to education in the EU: policy mapping in the Netherlands, Belgium and Germany.

ABSTRACT: Introduction:In recent years, the universal right to education has been emphasised by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies relevant to special education needs and parental involvement of children with autism at an international level and in the Netherlands, Germany and Belgium. Methods:A policy path analysis was performed using a scoping review as an underlying methodological framework. This allowed for a rapid gathering of available data from which a timeline of adopted policies was derived. Results and discussion:Internationally, the universal right to education has been reinforced repeatedly and the values of the Universal Declaration of Human Rights have been reiterated with every reinforcement. Also, the additional support that a child with special education needs requires is acknowledged and measures are taken to facilitate access to any education for all children. There are slight cross-country differences between the countries under study, attributable to differences in national regulation of education. However, all countries have progressed to a state where the right to education for all children is integrated on a policy level and measures are taken to enable children with special needs to participate in education. Recently, an attempt to implement a form of inclusive education was made as a form of special needs provision. Nevertheless, nowhere has this been implemented successfully yet. Conclusion:The Universal Declaration of Human Rights was a critical juncture in international policy and created an environment where the universal right to education has been implemented for all children in the countries under study.

SUBMITTER: van Kessel R

PROVIDER: S-EPMC6902602 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Autism and family involvement in the right to education in the EU: policy mapping in the Netherlands, Belgium and Germany.

van Kessel Robin R Roman-Urrestarazu Andres A Ruigrok Amber A Holt Rosemary R Commers Matt M Hoekstra Rosa A RA Czabanowska Katarzyna K Brayne Carol C Baron-Cohen Simon S

Molecular autism 20191209

<h4>Introduction</h4>In recent years, the universal right to education has been emphasised by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies relevant to special education needs and parental involvement of children with autism at an international level and in the Netherlands, Germany and Belgium.<h4>Methods</h4>A policy path analysis was performed using a scoping review as an underlying methodological fram ...[more]

PMID: 31827745

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Project description:BackgroundSince the start of the global COVID-19 pandemic, countries have been mirroring each other's policies to mitigate the spread of the virus. Whether current measures alone will lead to behavioral change such as social distancing, washing hands, and wearing a facemask is not well understood. The objective of this study is to better understand individual variation in behavioral responses to COVID-19 by exploring the influence of beliefs, motivations and policy measures on public health behaviors. We do so by comparing The Netherlands and Flanders, the Dutch speaking part of Belgium.Methods and findingsOur final sample included 2,637 respondents from The Netherlands and 1,678 from Flanders. The data was nationally representative along three dimensions: age, gender, and household income in both countries. Our key outcome variables of interest were beliefs about policy effectiveness; stated reasons for complying with public rules; and changes in behavior. For control variables, we included a number of measures of how severe the respondent believed Covid-19 to be and a number of negative side effects that the person may have experienced: loneliness, boredom, anxiety, and conflicts with friends and neighbors. Finally, we controlled for socio-demographic factors: age, gender, income (categorical), education (categorical) and the presence of Covid-19 risk factors (diabetes, high blood pressure, heart disease, asthma, allergies). The dependent variable for each of the estimation models is dichotomous, so we used Probit models to predict the probability of engaging in a given behavior. We found that motivations, beliefs about the effectiveness of measures, and pre-pandemic behavior play an important role. The Dutch were more likely to wash their hands than the Flemish (15.4%, p<0.01), visit family (15.5%, p < .01), run errands (12.0%, p<0.05) or go to large closed spaces such as a shopping mall (21.2%, p<0.01). The Dutch were significantly less likely to wear a mask (87.6%, p<0.01). We also found that beliefs about the virus, psychological effects of the virus, as well as pre-pandemic behavior play a role in adherence to recommendations.ConclusionsOur results suggest that policymakers should consider behavioral motivations specific to their country in their COVID-19 strategies. In addition, the belief that a policy is effective significantly increased the probability of the behavior, so policy measures should be accompanied by public health campaigns to increase adherence.

Dataset Information

Autism and family involvement in the right to education in the EU: policy mapping in the Netherlands, Belgium and Germany.

Publications

Autism and family involvement in the right to education in the EU: policy mapping in the Netherlands, Belgium and Germany.

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