UID:
almafu_9958063679902883
Format:
1 online resource (376 p. )
,
ill. ;
ISBN:
1-280-08133-3
,
9786610081332
,
92-64-18038-9
Content:
The rights of students with disabilities to be educated in their local mainstream school is becoming more and more accepted in most countries, and many reforms are being put in place to achieve this goal. Further, there is no reason to segregate disabled students in public education systems; instead, education systems need to be reconsidered to meet the needs of all students. Based on in-depth analysis of inclusive practice in eight countries, this book addresses the issues that arise for such practices to be successful. The most detailed international comparative study ever carried out, this book shows that all students, whatever the type and extent of their disability, can be successfully included in mainstream schools, as long as certain safeguards are ensured. Nine areas emerge as being of crucial importance: funding models, systems of public accountability for schools, pupil assessment, curriculum development, adult-to-student ratios, the role of classroom assistants, the functioning of support services, the training of teachers and other professionals and community and parental involvement. The country case studies are complemented by comprehensive annexes describing how teachers can be most efficiently prepared for special education, and developing a procedure for cost-effectiveness analysis of special education.
Note:
Bibliographic Level Mode of Issuance: Monograph
,
Summary -- Part 1. Segregation, Integration and Inclusion -- -Background -- From Integration to Inclusion -- Conclusions -- Note on Terminology -- Part 2. The Countries Visited - A Synthesis -- -Background -- Legal and Policy Frameworks -- Prevalence of Children with Special Educational Needs (SEN) in the Countries Visited -- Provision -- Assessment -- Trends to Inclusion -- Funding and Resourcing -- Staffing -- A Comparison of Costs Entailed in Integrated and Segregated Provision -- Accountability and Evaluation -- Training -- Out-of-School Support Services -- Within-School Support Services -- Between School Support -- Parental and Community Involvement -- School Organisation and Management - Opportunities for Whole School Development -- Curriculum Development -- Classroom Organisation -- Conclusions and Policy Implications -- Final Concluding Comments -- Comments on Disadvantages of Inclusive Education and Limitations of the Study -- Part 3. Country Case Studies -- 1. Australia -- 2. Canada -- 3. Denmark -- 4. Germany -- 5. Iceland -- 6. Italy -- 7. United Kingdom -- 8. United States -- References -- Annex 1. Special Education Teacher Training Survey of 13 Countries -- Appendix 1.1. OECD/CERI Study on Training Teachers to Work with Children with Disabilities -- Annex 2. Training Professionals to Work in Inclusive Settings -- Appendix 2.1. Multi-Disciplinnary Professional Training Questionnaire for Completion by Member Countries -- Annex 3. Inclusive and Special Education: Issues of Cost Effectiveness -- Appendix 3.1. Client Service Receipt Inventory -- Appendix 3.2. Interview Aide Memoire for Schools -- Appendix 3.3. Cost-Related Information for the Integrated School -- Appendix 3.4. Cost-Related Information for the Special School -- Appendix 3.5. Inclusive Education in England: Children's Progress -- Appendix 3.5a. Comparison of Reading Scores on McMillan and SPAR Tests -- Annex 4. OECD International Study - Active Life for People with Disabilities
,
English
Additional Edition:
ISBN 92-64-17121-5
Language:
English
DOI:
10.1787/9789264180383-en
