FUNDING SPECIAL-EDUCATION - A 3-COUNTRY STUDY OF DEMAND-ORIENTED MODELS

The system of financing special education currently in use in the Neth erlands is regarded as inhibiting the inclusion of pupils with special needs within mainstream education. In line with many other countries, the government is considering the implementation of a more demand-ori ented system. A descriptive study has been conducted in order to be ab le to use the experiences gained in Germany, England and Austria with a particular financing system, the 'pupil-bound budget'. The results s how that pupil-bound budgets strengthen the position of parents and ge nerally support the integration of pupils with special needs into main stream education. On the other hand, the introduction of a pupil-bound budget can easily lead to growing numbers of pupils applying for a bu dget and to 'strategic behaviour' amongst schools. The shift from a su pply-oriented to a demand-oriented financing system is thus at best an uncertain means of promoting inclusion.