The Price for Inclusion: Financial/Educational Dilemmas in the Inclusive School System in Denmark

Abstract

This qualitative case study investigates the rationales, dilemmas, and shortcomings of the so-called “inclusion-promoting steering models” in which Danish schools have to pay a price for every student they cannot include in their school. For more than 10 years, the government has promoted such financial steering models and a rising number of municipalities have adopted the system, so that more than one-half of the existing Danish municipalities work with them. According to its advocates, this model supports the inclusion of students in schools in several direct ways. This case study shows that this model is based on some strong rationales, as it offers opportunities to promote the development of inclusive schools. However, the study also reveals that this comes at a price, as the model sometimes poses difficult dilemmas on school leaders and hinders the inclusion of all students.