Inclusive education at work : students with disabilities in mainstream schools

Inclusive education at work students with disabilities in mainstream schools

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...

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Detalles Bibliográficos
Autor principal: Organisation for Economic Co-operation and Development (author)
Autores Corporativos: Organisation for Economic Co-operation and Development, author (author), Organisation for Economic Co-operation and Development Content Provider (content provider), Centre for Educational Research and Innovation Content Provider, Organisation for Economic Co operation and Development Content Provider
Formato: Libro electrónico
Idioma:Inglés
Publicado: Paris, France : Organisation for Economic Co-operation and Development [1999]
Materias:
Children with disabilities > Education > Case studies.
Mainstreaming in education > Case studies.
Education and state > Case studies.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009705131106719
Tabla de Contenidos:
  • 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

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