Skip to main content

The imperative of complementarity between the school level and the classroom level in educational innovation

Buy Article:

$53.17 plus tax (Refund Policy)


The results are presented of a qualitative study on the implementation of specialneeds provisions in four primary schools in the Dutch-speaking part of Belgium. It shows how primary schools deal with such an innovation as the extension of specialneeds services. In the conceptual framework, the assumption that an innovation should be considered not only from a structural-functional perspective but also from an individual-cultural perspective is explored. The research data were subjected to within-site and cross-site analysis. The findings reveal the importance of complementarity between actions at the school level and the classroom level. An individual-cultural perspective is necessary if one wants to grasp the nature of this complementarity.

Document Type: Research Article


Publication date: November 1, 1999

More about this publication?

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Partial Open Access Content
Partial Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more