Students with Disabilities, Learning Difficulties and Disadvantages in the Baltic States, South Eastern Europe and Malta
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Students with Disabilities, Learning Difficulties and Disadvantages in the Baltic States, South Eastern Europe and Malta

Educational Policies and Indicators

This book provides an internationally comparable set of indicators on the educational provision for students with disabilities, learning difficulties and disadvantages (SENDDD). It covers the number of students concerned, their learning environment (special schools, special classes and regular classes) and level of education (pre-primary, compulsory and upper secondary education). It also discusses policy implications vis-à-vis special education needs and offers an analysis of the participation and performance of students with special education needs in the 2006 round of the Programme for International Student Assessment (PISA).
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    http://oecd.metastore.ingenta.com/content/9109111e.pdf
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29 Sep 2009
DOI: 
10.1787/9789264076860-en
 
Chapter
 

PISA 2006 and the Participation of Students with Special Educational Needs You do not have access to this content

English
Click to Access: 
    http://oecd.metastore.ingenta.com/content/9109111ec007.pdf
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  • http://www.keepeek.com/digital-asset-management/oecd/education/students-with-disabilities-learning-difficulties-and-disadvantages-in-the-baltic-states-south-eastern-europe-and-malta/pisa-2006-and-the-participation-of-students-with-special-educational-needs_9789264076860-7-en
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Author(s):
OECD
Pages:
127–159
DOI: 
10.1787/9789264076860-7-en

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Interest in the inclusion of students with special educational needs in mainstream education has increased faster than the actual inclusion of these students in standardised assessment and accountability systems. This chapter discusses the participation and performance of students with special education needs in the Baltic and South Eastern European countries (Croatia, Estonia, Latvia, Lithuania, Serbia, and Slovenia) in PISA 2006. This chapter describes the participation rates by countries and the demographic characteristics of the students with special educational needs as a group, as well as by their disability status. Students’ educational experiences and perceptions are presented as well as their perceptions of their learning behaviours. In general, too few students with special education needs are included in PISA from not enough economies and the conclusions that can be drawn are therefore extremely limited.
 
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