Joacim Ramberg

ABSTRACT 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.

Introduction Processes that take place in the school context and in educational settings, in general, are fundamentally relational. These relationships are established at different levels, for example, between students and between teachers, as well as between students and teachers.