Peter Evans

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OECD Senior Analyst

Peter Evans is responsible for the activities on special education. This includes the work on statistics and indicators for students with disabilities, learning difficulties and disadvantages; the transitions of students with disabilities into work and tertiary education; and partnerships for inclusion.

In addition he manages the project on gathering prevalence data on children with disabilities in developing countries, which is a collaborative project with the World Bank. He is also involved, with EDU/NME, in the development of inclusive education in South Eastern Europe and in reviews on special education in developing countries.

Peter Evans has a B.Sc. from the University of London and a Ph.D from the University of Manchester. He is also a Professor at the University of Birmingham in the UK and a Fellow of the British Psychological Society (F.B.Ps.S.).

Recent Publications:

• Education Policies for Students at Risk and those with Disabilities in South Eastern Europe, OECD (2006)
• Students with disabilities, learning difficulties and disadvantages – statistics and indicators. OECD (2005).
• Disability in higher education, OECD, (2003).
• Aspects de l’intrégration scolaire des élèves handicapés et défavorisés. Politiques d’éducation et de formation, 9,2003.
• Social exclusion and students with special educational needs. In: A.J. Kahn, and S.B. Kamerman, (eds.), Beyond child poverty: the social exclusion of children, The Institute for Child and Family Policy at Columbia University, New York, 2002. (With S. Bronheim, J. Bynner, S. Klasen, P. Magrab, and S. Ranson.)
• Equity indicators based on the provision of supplemental resources for disabled and disadvantaged students. In: W. Hutmacher, D. Cochrane and N. Bottani, (eds.) In pursuit of equity in education, Kluwer, London, 2001.
• Social exclusion and children – creating identity capital: some conceptual issues and practical solutions. In: G.Walraven, C. Parsons, D. van Deen and C.Day, (eds.), Combating social exclusion through education, Garant, Louvain, 2000.
• Evidence-based practice: how will we know what works? An international perspective. In H.Daniels (ed), Special educations re-formed – Beyond Rhetoric? Taylor and Francis, Basingstoke, 2000.
• Globalization and cultural transmission: the role of international agencies in developing inclusive practice. In: H.Daniels and P. Garner, (eds.), World Year Book of Education – Inclusive Education, Kogan Page, London, 1999.
• International perspectives in community based services. In: R.N. Roberts and P.R. Magrab, (eds.), Advances in applied developmental psychology, 17, 1999.
• Inclusive education at work - students with disabilities in mainstream schools, OECD (1999).