Follow the Money: How Funding Policies Undermine Inclusive
Education in Slovakia

C 2026

Follow the Money: How Funding Policies Undermine Inclusive Education in Slovakia

MIŠKOLCI, Jozef

Základní údaje

Originální název

Follow the Money: How Funding Policies Undermine Inclusive Education in Slovakia

Autoři

MIŠKOLCI, Jozef

Vydání

Cham, Switzerland, Challenging Exclusionary Pressures in Education: How Inclusion Becomes Exclusion, od s. 91-112, 22 s. 2026

Nakladatel

Palgrave Macmillan

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

tištěná verze "print"

Odkazy

URL

Označené pro přenos do RIV

Ano

Organizační jednotka

Pedagogická fakulta

ISBN

978-3-032-07768-4

DOI

https://doi.org/10.1007/978-3-032-07769-1_5

Klíčová slova anglicky

inclusive education; special educational needs (SEN); funding; deficit; neoliberal; discourse; critical policy analysis

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 6. 2. 2026 10:48, Mgr. Daniela Marcollová

Anotace

V originále

This chapter explores the latest educational reform in Slovakia in 2023, which aimed to support inclusive education on a systemic level. Through critical policy analysis (Kaščák & Strouhal, 2023) it reveals that, despite the reform introducing a three-tiered system of support measures and redefining special educational needs (SEN), the funding system remains anchored to deficit-based categories of SEN (Qu, 2022), thereby perpetuating exclusionary practices. On one hand, the reform’s ‘allowance for support measures’ allocates funds based on total student numbers, irrespective of the SEN of students. On the other hand, schools still depend on external SEN diagnoses for additional funding and support. The financial incentives tied to these external SEN diagnoses are significantly higher than the general ‘allowance for support measures’. This financial reliance on deficit labels undermines the reform’s inclusive intent (Ebersold & Meijer, 2016; Meijer & Watkins, 2019). Moreover, the competitive educational environment, rooted in neoliberal discourse and driven by parental choice and standardised testing, exacerbates inequalities and segregation of low achieving students (Andrews et al., 2021; Bacon & Pomponio, 2023). The chapter argues that financial stimuli and funding structures significantly shape the practices of inclusive education, often hindering inclusion by prioritising cost-efficiency and market-driven approaches over comprehensive support for all students.

Citovat

MIŠKOLCI, Jozef. Follow the Money: How Funding Policies Undermine Inclusive Education in Slovakia. In Elizabeth J. Done. Challenging Exclusionary Pressures in Education: How Inclusion Becomes Exclusion. Cham, Switzerland: Palgrave Macmillan, 2026, s. 91-112. ISBN 978-3-032-07768-4. Dostupné z: https://doi.org/10.1007/978-3-032-07769-1_5.

@inbook{2547639,
   author = {Miškolci, Jozef},
   address = {Cham, Switzerland},
   booktitle = {Challenging Exclusionary Pressures in Education: How Inclusion Becomes Exclusion},
   doi = {https://doi.org/10.1007/978-3-032-07769-1_5},
   editor = {Elizabeth J. Done},
   keywords = {inclusive education; special educational needs (SEN); funding; deficit; neoliberal; discourse; critical policy analysis},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Cham, Switzerland},
   isbn = {978-3-032-07768-4},
   pages = {91-112},
   publisher = {Palgrave Macmillan},
   title = {Follow the Money: How Funding Policies Undermine Inclusive Education in Slovakia},
   url = {https://link.springer.com/book/10.1007/978-3-032-07769-1#bibliographic-information},
   year = {2026}
}

TY  - CHAP
ID  - 2547639
AU  - Miškolci, Jozef
PY  - 2026
TI  - Follow the Money: How Funding Policies Undermine Inclusive Education in Slovakia
VL  - Neuveden
PB  - Palgrave Macmillan
CY  - Cham, Switzerland
SN  - 9783032077684
KW  - inclusive education
KW  - special educational needs (SEN)
KW  - funding
KW  - deficit
KW  - neoliberal
KW  - discourse
KW  - critical policy analysis
UR  - https://link.springer.com/book/10.1007/978-3-032-07769-1#bibliographic-information
N2  - This chapter explores the latest educational reform in Slovakia in 2023, which aimed to support inclusive education on a systemic level. Through critical policy analysis (Kaščák & Strouhal, 2023) it reveals that, despite the reform introducing a three-tiered system of support measures and redefining special educational needs (SEN), the funding system remains anchored to deficit-based categories of SEN (Qu, 2022), thereby perpetuating exclusionary practices. On one hand, the reform’s ‘allowance for support measures’ allocates funds based on total student numbers, irrespective of the SEN of students. On the other hand, schools still depend on external SEN diagnoses for additional funding and support. The financial incentives tied to these external SEN diagnoses are significantly higher than the general ‘allowance for support measures’. This financial reliance on deficit labels undermines the reform’s inclusive intent (Ebersold & Meijer, 2016; Meijer & Watkins, 2019). Moreover, the competitive educational environment, rooted in neoliberal discourse and driven by parental choice and standardised testing, exacerbates inequalities and segregation of low achieving students (Andrews et al., 2021; Bacon & Pomponio, 2023). The chapter argues that financial stimuli and funding structures significantly shape the practices of inclusive education, often hindering inclusion by prioritising cost-efficiency and market-driven approaches over comprehensive support for all students.
ER  -

MIŠKOLCI, Jozef. Follow the Money: How Funding Policies Undermine Inclusive Education in Slovakia. In Elizabeth J. Done. \textit{Challenging Exclusionary Pressures in Education: How Inclusion Becomes Exclusion}. Cham, Switzerland: Palgrave Macmillan, 2026, s.~91-112. ISBN~978-3-032-07768-4. Dostupné z: https://doi.org/10.1007/978-3-032-07769-1\_{}5.

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