Benchmarking Education Policies and Practices of Inclusive Education: Comparative Empirical Research—The Case of Croatia, Italy and Portugal

  • Ljiljana Najev ČačijaEmail author
  • Sanja Bilač
  • Goran Džingalašević


European education policy is oriented toward the development of efficient and socially sensitive inclusive education. Simultaneously, implementation shows a significant gap with the varying levels of inclusive education among European countries. Problems seem to start with the terminology itself and continue with a lack of generalisable evaluation criteria applicable to a range of education processes related to students with special educational needs (SEN). This chapter aims to develop a framework for benchmarking the policies and practices of inclusive education, based on comparative research in three small countries in Southern and South-East Europe—Croatia, Italy and Portugal. The research results are based on focus group data collected from primary stakeholders of inclusive education practice at the primary level (school teachers and professionals with experience in inclusive education).


Benchmarking Inclusive education policy and practice School management and leadership Professional development of teachers 


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Ljiljana Najev Čačija
    • 1
    Email author
  • Sanja Bilač
    • 2
  • Goran Džingalašević
    • 3
  1. 1.University of SplitSplitCroatia
  2. 2.Primary School SpinutSplitCroatia
  3. 3.Ca’ Foncello Regional HospitalTrevisoItaly

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