The policy, social, and human rights dimensions of interpreting educational inequalities affecting students with special educational needs

Abstract

The accessibility and quality of education are closely linked to the operation of mechanisms that maintain and reproduce social inequalities (Fónai, 2020; Hüse & Ceglédi, 2018). The aim of this study is to uncover the inequalities present in the domestic education system from 2015 to the present day. Within a comparative analysis framework and adopting a social science approach, the study highlights the inequalities stemming from the national education system that affect students with special educational needs (SEN). The comparative analysis not only sheds light on policy dimensions by examining the rules of law and institutional operation but also provides a comprehensive view along the decisions of changing political and public policy expected social consequences and evolving professional goals. Where possible, it also offers snapshots of the implementation, practical realization, and consequences of various measures, as well as touching upon the social and human rights dimensions of the inclusive approach. The comparative examination is structured around six dimensions, focusing on three main research questions. The study points out that significant progress has been made in the quality of education over the past 20 years (Polónyi, 2023). However, real measures have not been able to substantially reduce the selectivity of the education system (Lőricz & Antal, 2022). There is a need for a pedagogical paradigm shift that interprets inclusive education within a broader framework, recognizing every student’s right to an individual learning environment and the application of individual learning paths (Ducik & Perlusz, 2023).