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Equity in education: students with disabilities, learning difficulties and disadvantages

Robson, Colin (2004) Equity in education: students with disabilities, learning difficulties and disadvantages. Project Report. OECD, Paris, France.

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    Abstract

    In the mid-nineties the OECD’s Centre for Educational Research and Innovation published a
    collection of data making comparisons in the field of special needs education in a few OECD countries.
    This work strengthened the view that a different comparative framework would need to be developed if
    reliable and valid comparisons were to be made. Subsequent discussions with participating member
    countries identified a resource based definition as the best means of facilitating international comparison.
    In fact this helps to overcome different national interpretations of concepts such as special educational
    needs which cover very different populations of students who are experiencing difficulties in accessing
    the curriculum.
    Concurrent work at UNESCO and OECD in revising standards for classifying education systems
    (ISCED) updated the definition of special needs education and reformulated it to reflect policy
    developments. In doing so, a much wider range of students, in all types of schools were brought into the
    frame. In addition, the idea that extra resourcing may be needed to assist schools to help students access
    the curriculum more effectively was included in the new description.
    In order for policy relevant comparisons to emerge, a resource based approach would require that
    the students included under this definition would need to be sub-divided into some form of
    straightforward classification scheme. Participating countries agreed on a tri-partite system in which
    students are divided into three cross-national categories, A, B and C. Broadly, they cover :
    students whose disabilities have clear biological origin (category A) ;
    students whose learning and behaviour difficulties are likely to have more of an acquired nature
    (category B) ; and
    students who have difficulties arising from disadvantages (category C).
    The book presents a complete account of the development of the work and an application of this
    model in practice, and provides qualitative data to contextualise the quantitative information. It provides
    breakdowns by national category systems as well as comparisons using the cross-national framework
    described.

    Item Type: Monograph (Project Report)
    Additional Information: UoA 40 (Social Work and Social Policy and Administration) © OECD, 2004.
    Subjects: L Education > LC Special aspects of education
    L Education > L Education (General)
    Schools: School of Human and Health Sciences
    School of Human and Health Sciences > Centre for Applied Childhood Studies
    Related URLs:
    References:

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    Depositing User: Sara Taylor
    Date Deposited: 29 Nov 2007
    Last Modified: 04 Jan 2011 10:12
    URI: http://eprints.hud.ac.uk/id/eprint/477

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