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A key component of the functioning of a market system of education is the provision of information to consumers. While marketing may be used by schools to provide information to consumers. The marketing information may appeal to some consumers and not others. This study examines independent schools marketing on their websites and how it appeals to consumers in need of special support. The findings show that these schools market their goals and values, studentship, methods and programmes, services as well as facilities. The marketing by these schools may not appeal to students in need of special support in the failure to provide relevant and adequate information to them and framing of their studentship that does not include students in need of special support as well as the focus on academic performance.

This article examines the experiences of parents of students with disabilities when they shop for schools in Stockholm. It looks at the motivations behind school choice, the kinds and sources of in...

This study examines the development of the special education market through changes in demand and supply and discusses its implications on the system of education of students in need of special support informed by two theoretical perspectives. The study found out that the number of students and schools in the special education market has increased. The relative size of the special education market on the demand side has remained stable while an increase is observed on the supply side. The results also show that the private sector has grown relatively better than the public sector on both the demand and supply sides. Almost all the market segments have increased on both the demand and supply sides, especially the resource schools in the special education market segment. Based on these results, three implications are observed and discussed, namely a diverse and an extended special education system, increasing segregation within the special education system and a relative stability in the incidence of student exclusion.

This article compares the welfare services for adults with an intellectual disability in three European countries: England, Norway and Sweden. The purpose of the comparison is to develop an understanding of the welfare state and institutional contexts of the country-specific policies and to develop a critical analysis through a comparative method based on selected secondary literature. Typological frameworks of European welfare states are applied as analytic frameworks to enable comparison between the countries. It is argued that there are international policy developments but these are shaped at a national level by different types of welfare states and histories. Through a comparison of similarities and differences, the article suggests that international policy ideas that impact on the lives of people with intellectual disabilities are mediated by different types of welfare states and institutions.