Inclusive Education at Work

Inclusive Education at Work

Students with Disabilities in Mainstream Schools You do not have access to this content

Centre for Educational Research and Innovation

English
Click to Access: 
    http://oecd.metastore.ingenta.com/content/9699081e.pdf
  • PDF
  • http://www.keepeek.com/Digital-Asset-Management/oecd/education/inclusive-education-at-work_9789264180383-en
  • READ
Author(s):
OECD
02 Feb 2000
Pages:
376
ISBN:
9789264180383 (PDF) ;9789264171213(print)
http://dx.doi.org/10.1787/9789264180383-en

Hide / Show Abstract

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.

Also available in French
loader image

Table of Contents

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

 
Visit the OECD web site