Funding special education for equity: a systematic review on funding models for special education

Equity in education is a widely shared objective in Europe; however, its realisation in practice remains complex, with resource allocation as a central determinant. This systematic review reports on the current state of empirical research concerning funding models for special education from an equity perspective. Drawing on studies published between 2006 and 2024, the review examined the characteristics, interrelations, and practical implications of various funding models. A structured database search in accordance with PRISMA guidelines identified 24 eligible peer-reviewed articles, analysed using thematic synthesis. Findings show that funding models often apply as hybrids shaped by governance structures, politics, economics, local needs, and policy priorities. The review highlights dilemmas related to diagnostic incentives, tensions between mainstream and special education funding, and the influence of follow-up mechanisms on provision outcomes. Few studies engaged stakeholders directly, especially pupils, despite widespread support for inclusive and rights-based education frameworks. The conclusions drawn on the capability approach within theories of justice and equity stress that funding should be managed not only through distribution but also through the real opportunities it enables learners, aligned with desired values. Greater local follow-up and further research on the impact of funding models on pupils’ outcomes are advocated.