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

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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:	Author
References:	Bressoux, P. (1993), Les performances des ecoles et des classes. Le cas des acquisitions en lecture. Education etformations, p. 30. Brighouse, M.H. (2000), School Choice and Social Justice, Oxford University Press, Oxford, UK. Crahay, M. (2000), L'ecole peut-elle etrejuste et efficace? De Boeck, Brussels. Demeuse, M., M. Crahay and C. Monseur (2001), Efficiency and Equity, in W. Hutmacher, D. Cochrane and N. Bottani (eds.), In Pursuit of Equity in Education - Using International Indicators to Compare Equity Policies, Kluwer Academic Publishers, Dordrecht/Boston/London. Department of Education (1997), The Statistical Report of the Department of Education, Dublin, Ireland. Department of Education (1999), The Statistical Report of the Department of Education, Dublin, Ireland. EURYDICE (1996), Information Dossiers on the Structures of the Education Systems in the European Union and the EFTA Countries 1996: The Netherlands, revised edition, December. Evans, P. (2001), Equity Indicators based on the Provision of Supplemental Resourcesfor Disabled and Disadvantaged Students, in W. Hutmacher, D. Cochrane and N. Bottani (eds.), In Pursuit of Equity in Education - Using International Indicators to Compare Equity Policies, Kluwer Academic Publishers, Dordrecht/Boston/London. Hutmacher, W., D. Cochrane and N. Bottani (eds.) (2001), In Pursuit of Equity in Education - Using International Indicators to Compare Equity Policies, Kluwer Academic Publishers, Dordrecht/Boston/London. OECD (1993), "Access, Participation and Equity", OECD, Paris. OECD (1995a), Integrating Students with Special Needs into Mainstream Schools, OECD, Paris. OECD (1995b), Our Children at Risk, OECD, Paris. OECD (1996), Successful Services for our Children and Families at Risk, OECD, Paris. OECD (1998a), Coordinating Services for Children and Youth at Risk. A World View, OECD, Paris. OECD (1998b), Education at a Glance - OECD Indicators, Paris. OECD (1999), Inclusive Education at Work: Including Students with Disabilities into Mainstream Schools, OECD, Paris.OECD (2000a), Education at a Glance - GECD Indicators, OECD, Paris. OECD (2000b), Special Needs Education - Statistics and Indicators, OECD, Paris. OECD (2002), Education at a Glance - GECD Indicators, OECD, Paris. Raw1s, J. (1971), A Theory of Justice, Harvard University Press, Cambridge, USA. UNESCO (1997), International Standard Classification of Education, ISCED, UNESCO, Paris.
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

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

Abstract

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