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This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages.
This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages (DDD).
This book outlines practices in OECD countries to promote equity in education, that is, to address the needs of students with disabilities, learning difficulties and social disadvantages.
This book provides an internationally comparable set of indicators on the educational provision for students with disabilities, learning difficulties and disadvantages in the Baltic States, South Eastern Europe and Malta.
This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages (DDD). It highlights the number of students involved, where they are educated – special schools, special classes or regular classes – and in what phases of education – pre-primary, primary, lower secondary and upper secondary education. It also includes information on the physical provision and on student/teacher ratios and discusses policy implications concerning special education. This new edition also presents for the first time trends in the data for students with DDD from 1999 to 2003. This edition presents new quantitative and qualitative data for the school year 2002-03 in the following OECD countries : Belgium (Flemish and French Communities.), the Czech Republic, Finland, Germany, Greece, Hungary, Japan, Korea, Mexico, the Netherlands, Poland, the Slovak Republic, Spain, Sweden, Switzerland, Turkey, the United Kingdom (England) and the United States and in the non-member economy Chile. A strong and consistent finding is the preponderance of the number of boys over girls among DDD students in a wide range of analyses. Whether done by location, cross-national or national category, age of student, or phase of education, there is a higher percentage of males, typically a 60/40 split, across most OECD countries. Students with Disabilities, Learning Difficulties and Disadvantages: Policies, Statistics and Indicators will be of particular interest to policy makers and education experts looking for an internationally comparative framework on special education.
This book examines the transition of young adults with disabilities from school to tertiary education and work.
This book makes comparisons of students with disabilities, learning or behaviour difficulties and disadvantages on the basis of the additional resources made available to them to access the curriculum, which in some countries covers some 35% of school-age students.
Volume 3 of International Perspectives on Inclusive Education focuses on measuring inclusive education from a range of perspectives. It is grounded upon a review of international conceptualizations of inclusive education and ways in which different systems are measuring its impact and effectiveness.