Students with Disabilities, Learning Difficulties and Disadvantages: Policies, Statistics and Indicators - 2007 Edition
This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages (DDD). It highlights the number of students involved, where they are educated – special schools, special classes or regular classes – and in what phases of education – pre-primary, primary, lower secondary and upper secondary education. It also includes information on the physical provision and on student/teacher ratios and discusses policy implications concerning special education. This new edition also presents for the first time trends in the data for students with DDD from 1999 to 2003.
This edition presents new quantitative and qualitative data for the school year 2002-03 in the following OECD countries : Belgium (Flemish and French Communities.), the Czech Republic, Finland, Germany, Greece, Hungary, Japan, Korea, Mexico, the Netherlands, Poland, the Slovak Republic, Spain, Sweden, Switzerland, Turkey, the United Kingdom (England) and the United States and in the non-member economy Chile.
A strong and consistent finding is the preponderance of the number of boys over girls among DDD students in a wide range of analyses.
Whether done by location, cross-national or national category, age of student, or phase of education, there is a higher percentage of males, typically a 60/40 split, across most OECD countries.
Students with Disabilities, Learning Difficulties and Disadvantages: Policies, Statistics and Indicators will be of particular interest to policy makers and education experts looking for an internationally comparative framework on special education.
This book is the fourth in a series published by the OECD on students with disabilities, learning difficulties and disadvantages. It follows on from earlier work in the area and describes the continuation of a process intended to improve the quality and international comparability of the data available. In this way policy making in the field of education for disabled and disadvantaged students will be better informed.
Earlier work in the area had revealed the difficulty in comparing data in special needs education among countries. Two outstanding problems were identified. First, the term “special needs education” means different things in different countries. In some it covers only children with traditional disabilities, while in others it includes a broader range of students covering, for instance, disability, learning difficulty and disadvantage. Second, because of the wide variations in the definitions of disability and learning difficulty which are in use, the extent to which quantitative estimates for any particular category from different countries are comparable remains unclear. Furthermore, there has been in special education circles particular concern about the lack of educational utility of descriptive categories which are derived from medical classifications. Disability categories are viewed as having only partial implications for educational provision or for the development of teaching programmes, which inevitably have to take the whole child into account. In this way, therefore, categories based on medical descriptions are at best of only limited value to education policy-makers.
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