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izz aty

Statistics Finland - Statistics by topic - Special education - 0 views

www.stat.fi/kas_en.html

finnish special ed scandinavian education finnish education autism ASD aspergers ADHD LDiff

shared by izz aty on 21 Nov 14 - No Cached
  • Acceptances or transfers to special education In the statistics on special education in comprehensive schools, acceptances and transfers to special education in 1995 to 2010 refer to pupils who have been accepted or transferred to special education due to disability, illness, delayed development, emotional disorder or other reason. Decisions about acceptances or transfers have been made by municipal administrative bodies and have required hearing of experts and parents, and drawing up of plans concerning the organisation of personal teaching. If necessary, subject syllabuses can have been individualised and reduced from those in general education. Duration of compulsory education can also have been extended where the pupil has not been to able reach the targets set for comprehensive school education within nine years. From 2011 onwards, comprehensive school pupils accepted and transferred to special education have been considered equal to comprehensive school pupils having received special support.
  • Comprehensive school In the statistics on pre-primary and comprehensive school education, subject choices of students, special education, and students and qualifications of educational institutions comprehensive schools refer to educational institutions providing basic, general knowledge teaching to an entire age cohort (basic comprehensive school education, compulsory education school). All children of the compulsory school age of 7 to 16 must complete the comprehensive school. Completion of the comprehensive school takes nine years.
  • 1. Severely delayed development The grounds for acceptance or transfer to special education are moderate, severe or very severe delay of development. Pupils' syllabuses are always partly or com-pletely individualised. 2. Slightly delayed development The grounds for acceptance or transfer to special education are slight delay in the pupil's development. 3. Varying degrees of cerebral dysfunction, physical disability or similar The grounds for acceptance or transfer to special education are the pupil's neurological disability or developmental disorder, such as ADHD, or physical disability, such as the CP syndrome. 4. Emotional disturbance or social maladjustment The grounds for acceptance or transfer to special education are the pupil's emo-tional disturbance or social maladjustment. 5. Learning difficulties related to autism or the Asperger's syndrome The grounds for acceptance or transfer to special education are the pupil's autism or Asperger's syndrome. 6. Learning difficulties caused by impaired linguistic development (dysphasia) The grounds for acceptance or transfer to special education are the pupil's im-paired linguistic development (dysphasia). 7. Visual impairment The grounds for acceptance or transfer to special education are the pupil's visual impairment. 8. Hearing impairment The grounds for acceptance or transfer to special education are the pupil's hear-ing impairment. 9. Other than reasons listed above The grounds for acceptance or transfer to special education are some other reasons not listed above. The grounds for special education were based on the decision concerning acceptance or transfer to special education.
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  • Grounds for special education In the statistics on special education in comprehensive schools, the grounds for acceptance or transfer to special education were in 2001 to 2010 as follows
  • ntensified support In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, intensified support refers to support to pupils on which a learning plan for intensified support has been drawn up. Intensified support is provided to pupils who need for their learning or school attendance regular support or simultaneously several forms of support (e.g. remedial teaching, part-time special education, school assistant or interpretation services) The support arranged for the pupil is recorded in the learning plan that is drawn up based on pedagogical assessment in co-operation with the pupil and his or her guardian.
  • Part-time special education n the statistics on special education in comprehensive schools, part-time special education refers to teaching pupils can have beside other teaching if they have difficulties in learning or school attendance. Pupils can receive part-time special education also during intensified or special support
  • Reason for part-time special education In the statistics on special education in comprehensive schools, the reasons for part-time special education were in the academic years 2001/2002 to 2009/2010 as follows: 1) Speech disorder 2) Reading or writing disorder or difficulty 3) Learning difficulty in mathematics 4) Learning difficulty in foreign languages 5) Difficulties in adjustment or emotional disorder, or 6) Other learning difficulties. The reason for part-time special education was determined by the primary reason for needing special education.
  • Place of provision of special education In the statistics on special education, the places of provision of special education were in 2001 to 2010 as follows: 1. All teaching is provided in a general education group: pupils are fully integrated into groups attending general education. 2. Teaching is partially provided in a general education group: pupils study partly in special classes or groups and partly in groups attending general education. 3. Special groups, special classes: pupils study in special groups or classes. From 2011 onwards, the concept "place of implementation of special education" corresponds to the concept "place of provision of special education".
  • Place of implementation of special education In the statistics on special education in comprehensive schools, for pupils with a decision on special support the places of implementation of teaching are from 2011 as follows: 1. All teaching is provided in a general education group. 2. 51 to 99 per cent of teaching is provided in a general education group. 3. 21 to 50 per cent of teaching is provided in a general education group. 4. 1 to 20 per cent of teaching is provided in a general education group. 5. All teaching is provided in special groups or classes. In 2001 to 2010, the concept "place of provision of special education" corresponds to the concept "place of implementation of special education".
  • Special education In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, special education refers to teaching arranged from 1995 to 2010 for those accepted and transferred to special education and starting from 2011 that arranged for pupils receiving special support because of disability, illness, delayed development, emotional disturbance or some other comparable special reason. Part-time special education is also special education that pupils can have besides other teaching if they have difficulties in learning or school attendance.
  • Before the decision on special support, the pupil and his or her guardian are heard and a pedagogical survey is made, including an assessment of the need for special support. The decision is checked at least after the second grade and before the transition to the seventh grade. An individual plan on the arrangement of teaching is made for special support pupils. Support to learning and school attendance can be divided into general, intensified and special support. If general support is not enough, intensified support is provided. If intensified support is not enough, special support is provided. Comprehensive school pupils accepted and transferred to special education in previous years (1995-2010) are considered equal to special support pupils.
  • Comprehensive school education is general knowledge education provided for entire age cohorts. All children permanently resident in Finland must attend compulsory education. Compulsory education starts in the year of the child's seventh birthday.
izz aty

Statistics Finland - Special education 2013 - 0 views

www.stat.fi/...013_2014-06-12_tie_001_en.html

finnish special ed finnish education special education inclusive education scandinavian education scandinavian special ed nordic special ed nordic

shared by izz aty on 20 Nov 14 - No Cached
  • Since 2011, support to learning for comprehensive school pupils has been divided into general, intensified and special support. If intensified support is not sufficient, special support is provided. After the legislation amendment, the share of pupils having received intensified support has grown yearly. The number of pupils having received special support has gone down every year. These data derive from Statistics Finland’s education statistics.
  • Three out of four pupils in intensified support received part-time special education Seventy-four per cent of the pupils who received intensified support in 2013 received part-time special education, 57 per cent remedial teaching, and 42 per cent special needs assistance and/or interpretation services. Thirty-seven per cent of the pupils who received special support received part-time special education, 34 per cent remedial teaching, and 57 per cent special needs assistance and/or interpretation services. Twenty-seven per cent of the pupils receiving special support had extended duration of compulsory education.
  • One-fifth of comprehensive schools pupils received part-time special education in the academic year 2012 to 2013
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  • Number of vocational education students having received special education has grown at least from 2004 onwards
  • izz aty on 20 Nov 14
     
    "Official Statistics of Finland (OSF): Special education [e-publication]. ISSN=1799-1617. 2013. Helsinki: Statistics Finland [referred: 20.11.2014]. Access method: http://www.stat.fi/til/erop/2013/erop_2013_2014-06-12_tie_001_en.html" http://www.stat.fi/til/erop/2013/erop_2013_2014-06-12_en.pdf
izz aty

FORM 5 NOVEL PRACTICE QUESTIONS « leelachakrabarty - 0 views

leelachakrabarty.wordpress.com/...orm-5-novel-practice-questions

catch us if you can catherine macphail literature form 5 spm novel literature component exam practice

shared by izz aty on 22 Jun 12 - No Cached
  • The following are the novels studied in the literature component in English Language The Curse by Lee Su Ann Step by Wicked Step by Ann Fine. Catch Us If You Can by Catherine McPhail Based on one novel above, write about the following.   Provide evidence from the text to support your answer. Your response should be: Not less than 50 words In continuous writing (not in note form)   Practice 1 Based on one novel above, discuss one of the themes in the story. Provide evidence from the text to support your answer
  • Practice 1 Based on one novel above, discuss one of the themes in the story. Provide evidence from the text to support your answer
  • Practice 2 Write about a character that you find most interesting. Support your answer with evidence from the novel.
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  • Practice 3 Write about a moral value you have learnt  in the story. Support  your answer with evidence from  the novel
  • Practice 4 Based on one novel above, write about an episode that is memorable in the story. Provide evidence from the text to support your answer.
  • Practice 5   Based on the novel of your choice, discuss the problems faced by a character. How does he/she overcome the problems?
  • Practice 6   Compare two characters in the novel you have studied. How are they similar?
  • Practice 3 The value in life that I have learnt in the novel- Catch us if you can is “The Importance of Family”.  Sacrifices for family are honoured and explored, as are the family bonds that survive adversity. Family responsibility in the novel is best displayed by Rory’s constant care of his grandfather. Very early in age, Rory has realised that ‘there was only Granda and me’ to make up a family. Rory does not know any other family love. His father had left them when he was very young. Granda had taken care of him all his life and now, as Granda is getting old and forgetful, and is never quite well, it is his turn to look after him.
  • Practice 4 The incident which is memorable in – Catch us if you can is when Granda is sent to Rachnadar, Rory knows that he has to get him away from that place. Though torn with desperation at times ( Granda’s carelessness with the chip pan had landed him in hospital and Rory atCastle Street), Rory plans the Great Escape and gets him away from the hospital where they put old people in.
  • izz aty on 22 Jun 12
     
    The following are the novels studied in the literature component in English Language:  1. The Curse by Lee Su Ann 2. Step by Wicked Step by Ann Fine. 3. Catch Us If You Can by Catherine McPhail Based on one novel above, write about the following. Provide evidence from the text to support your answer. Your response should be: - Not less than 50 words - In continuous writing (not in note form)
izz aty

Open Mike - Democratic Socialism and Social Democracy, by Rowland | "catch a fire" - 0 views

jonnystar.wordpress.com/...nd-social-democracy-by-rowland

politics political science philosophy society culture socialism democracy

shared by izz aty on 12 May 14 - No Cached
  • they represent very different methods for approaching the issue of socialism
  • Democratic Socialism
  • Peter Hain, for example, classes democratic socialism, along with libertarian socialism, as a form of anti-authoritarian “socialism from below”
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  • social democrats aim to reform capitalism democratically through state regulation and the creation of state sponsored programs and organizations which work to ameliorate or remove perceived injustices inflicted by the capitalist market system
  • it is the active participation of the population as a whole, and workers in particular, in the management of economy that characterises democratic socialism
  • nationalisation and economic planning (whether controlled by an elected government or not) are characteristic of state socialism
  • democratic socialists tend to support revolutionary means and methods as opposed to reformist/evolutionary ones
  • Social Democracy
  • emerged in the late 19th century out of the socialist movement
  • Modern social democracy is unlike socialism
  • Evolutionary democratic socialists accuse supporters of revolution of being impractical.
  • social democracy as moving left from capitalism
  • For him, this democratic/authoritarian divide is more important than the revolutionary/reformist divide
  • a mainstream leftist party in a state with a market economy and a mostly middle class voting base might be described as a social democratic party
  • a party with a more radical agenda and an intellectual or working class voting base that has a history of involvement with further left movements might be described as a democratic socialist party
  • Now the term social democracy refers to an ideology that is more centrist and supports a broadly capitalist system, with some social reforms (such as the welfare state), intended to make it more equitable and humane
  • Democratic socialism implies an ideology that is more left wing and supportive of a fully socialist system[1], established either by gradually reforming capitalism from within, or by some form of revolutionary transformation.
  • Revolutionary democratic socialists accuse those who favor evolution of supporting socialism from above, which does not abolish the capitalist system
  • Revolutionary democratic socialists believe that the political structures within existing capitalist societies serve as an impediment to full democracy, which they believe can only be achieved by establishing a new political structure built from the bottom up
  • democratic socialism as moving right from Marxism
  • Evolutionary (reformist) democratic socialists and social democrats both typically advocate at least a welfare state
  • some social democrats, being influenced by the Third Way, would be willing to consider other means of delivering a social safety net for the poorest in society.
  • Revolutionary democratic socialists support a welfare state not as a means of achieving socialism, but as a temporary method of relief, and as a means of mobilizing the populace towards revolutionary ideals.
  • Democratic socialists usually support re-distribution of wealth and power, social ownership of major industries, and a planned economy
izz aty

Please consider supporting Autistic people via organizations other than Autis... - 0 views

sonnolenta.com/...o-batali-and-masaharu-morimoto

autism

shared by izz aty on 29 Sep 14 - No Cached
  • there are better organizations out there to support
  • an organization that has no Autistic representation, and puts the majority of their monies into research initiatives that involve both eugenics and drastic and controversial therapies. 
  • Autism Speaks has no Autistic representation within their organization:
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  • The anti-vaccine sentiments of Autism Speaks’ founders
  • Autism Speaks has a history of supporting dangerous fringe movements that threaten the lives and safety of both the autism community and the general public.
  • Autism Speaks systematically excludes autistic adults from its board of directors, leadership team and other positions of senior leadership. This exclusion has been the subject of numerous discussions with and eventually protests against Autism Speaks, yet the organization persists in its refusal to allow those it purports to serve into positions of meaningful authority within its ranks.
  • Autism Speaks has promoted the Judge Rotenberg Center, a Massachusetts facility underDepartment of Justice and FDA investigation for the use of painful electric shock against its students. The Judge Rotenberg Center’s methods have been deemed torture by the United Nations Special Rapporteur on Torture (p. 84) and are currently the subject of efforts by the Massachusetts state government and disability rights advocates to shut the facility down. Despite this, Autism Speaks has allowed the Judge Rotenberg Center to recruit new admissions from families seeking resources at their fundraising walks.”(source)
  • Autism Speaks’ fundraising efforts pull money away from local communities, returning very little funds for the critical investments in services and supports needed by autistic people and our families. 
  •  local communities have complained that at a time when state budget cutbacks are making investment in local disability services all the more critical, Autism Speaks fundraisers take money away from needed services in their community.  In addition, while the majority of Autism Speaks’ funding goes towards research dollars, few of those dollars have gone to the areas of most concern to autistic people and our families–services and supports, particularly for autistics reaching adulthood and aging out of the school system
  • Autism Speaks’ advertising depends on offensive and outdated rhetoric of fear and pity, presenting the lives of autistic people as tragic burdens on our families and society.
izz aty

Supported employment : persons with learning difficulties in Malaysia - WRAP: Warwick R... - 0 views

wrap.warwick.ac.uk/57458

malaysia malaysian education malaysian special ed education

shared by izz aty on 28 Nov 14 - No Cached
  • The social theory of disability and the debates around it have been particularly influential in the past three decades. These have helped to shape the approach of this research into understanding the experiences of persons with learning difficulties in the labour market in Malaysia.
  • the general understanding of disability from an Islamic perspective
  • The empirical contribution of the thesis is through a study of supported employment initiated in Malaysia to enable persons with learning difficulties to work in the mainstream retail sector, and sets that experience in the context of relevant policy and practice. It aims to produce key insights into the ‘lived realities’ of employees with learning difficulties taking part in the scheme. It foregrounds their perceptions but also explores the viewpoints of government officials, managers and non-governmental organisations (NGOs) coordinators involved in the development of policy and practice relating to the scheme.
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  • The research participants were drawn from the 82 employees with learning difficulties engaged in the supported employment scheme in a retail company, together with seven managers involved with the scheme, eight government officials and three NGOs coordinators
  • supported employment is likely to help to reduce the stigma associated with having a disability. However, while most persons with learning difficulties believe themselves to have the ability to work in supported employment, others, including those who are providing support for their entry to the workforce, still have doubts
  • some employees face difficulties in developing interpersonal relationships in the workplace and achieving much better control of their own lives than is often assumed to result from having a job
  • stability in the political, economic and social environment facilitate the development of better policy in this complex area. Commitment from the company is vitally important to guarantee the success of the scheme
  • The existence of international policy frameworks are also helpful and cross-country collaboration has been tremendously beneficial, in particular that between Malaysian institutions and the Japan International Cooperation Agency (JICA)
  • there is a fundamental need to upgrade the education and training system for this group as well as to intensify collaboration between government departments.
izz aty

Independent school (United Kingdom) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...endent_school_(United_Kingdom)

independent school english education england united kingdom private school state school schooling ESTEkiv

shared by izz aty on 12 May 14 - No Cached
  • History
  • Edward Thring of Uppingham School introduced major reforms, focusing on the importance of the individual and competition, as well as the need for a "total curriculum" with academia, music, sport and drama being central to education
  • The Independent Schools Council say that UK independent schools receive approximately £100m tax relief due to charitable status whilst returning £300m of fee assistance in public benefit and relieving the maintained sector (state schools) of £2bn of costs
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  • They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite
  • the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
  • The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence
  • Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
  • Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
  • 119 of these schools became independent.
  • share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
  • changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.
  • England
  • As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16
  • According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".
  • Most independent schools, particularly the larger and older institutions, have charitable status
  • Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite
  • Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
  • Selection
  • principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent
  • Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
  • Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]
  • Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]
  • generally academically selective, using the competitive Common Entrance Examination at ages 11–13
  • Schools often offer scholarships to attract abler pupils (which improves their average results)
  • Poorly-performing pupils may be required to leave,
  • Conditions
  • generally characterised by more individual teaching
  • much better pupil-teacher ratios at around 9:1;[16]
  • more time for organised sports and extra-curricular activities
  • longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
  • a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
  • Educational achievement is generally very good
  • As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions
  • Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
  • more emphasis on traditional academic subjects
  • Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level
  • Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
  • A much higher proportion go to university
  • set their own discipline regime
  • In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council
  • impact of independent schools on the British economy
  • 2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
  • independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools
  • Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
  • the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year
  • the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
  • many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored
  • the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
  • Criticisms
  • often criticised for being elitist
  • often seen as outside the spirit of the state system
  • the treatment of the state sector as homogeneous in nature is difficult to support
  • Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
  • Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
  • may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector
  • Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"
  • Every 2.3 pupils at an independent school supports one person in employment in Britain
  • large number (c. one third[citation needed]) of independent schools provide assistance with fees
  • The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to afford the fees
    • izz aty
      izz aty on 12 May 14
       
      1980 Assisted Places Scheme: financial aid
  • The scheme was terminated by the Labour government in 1997, and since then the private sector has moved to increase its own means-tested bursaries.
  • Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education
  • Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school
  • pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
  • In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)
  • A major area of debate in recent years has centred around the continuing charitable status of independent schools, which allows them not to charge VAT on school fees. Following the enactment of the Charities Bill, which was passed by the House of Lords in November 2006, charitable status is based on an organisation providing a "public benefit" as judged by the Charity Commission.[23]
  • "ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
  • In 2002, Jeremy Smith and Robin Naylor
  • they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school
  • The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score
  • Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge
  • A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment
  • Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.
  • In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools
izz aty

No child left behind: (Relative) equity in Finnish schools -  Inside classroo... - 0 views

www.insideclassrooms.com/...tive-equity-in-finnish-schools

finnish special ed scandinavian education finnish education

shared by izz aty on 21 Nov 14 - No Cached
  • not only is Finland a top performer in all three subjects tested in PISA, they manage to do so while making schooling equitable.
  • The aim of day-care is to support balanced growth, development and learning as well as promoting the personal well-being of all children, which means that by the time they start formal school at age 7, Finnish children that would have been behind developmentally at age 5 have had the time and the support to catch up. 
  • In Finland, although there is no formal education until age 7, most students attend preschool at 6, and day-care is available to all children under this age. This day-care is provided by the local authority in over 90% of cases, and its cost is dependent on the size and income of the family (bigger families pay less per child, and low income families pay nothing). 
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  • There are two types of special classes. The type described above is called the E class, and there is one in each year. These classes are smaller than the others, and they have the same teacher for most subjects (who should be a qualified teacher with an extra qualification in special needs, but in practice these are in short supply). Students can move in and out of this class, but in practice they usually stay there for most subjects, occasionally joining another class if they have a strength in a particular area.
  • high expectations of all students, and these are to meet the objectives set out in the national curriculum.
  • These mixed ability classes would be difficult for teachers to handle if it weren't for three things: thorough teacher education - teacher training includes a significant focus on differentiation and how to support students at all levels;small class sizes - the estimated average size is 14.1 (although some research suggests class size doesn't affect student performance); anda well staffed student support system - special teachers that provide in class support and take out small groups are qualified teachers with further qualifications in special education.
  • all classes are mixed ability.
  • Those with severe or specific special needs still attend mainstream school, but are in a class of their own somewhere in the district. Each school has its own specialism. This may mean travelling a little while to get there, as only one or two schools will have an autistic class for example. 
  • There isn't really special provision for gifted students
  • brighter students help struggling students in class which enhances their own understanding
  • if students are motivated, you can't stop them learning - gifted students will take the books and teach themselves (one of the teachers who told me this had four degrees but had come from a tiny school in the countryside).
  • Finland has only small differences in performance between schools (a measure closely associated with equality), and most students go to their local schools (to age 15).
  • Selection only happens in two situations: where students are applying to language emersion schools (and the student has to speak the language to a certain level), and where students are applying for a certain class in a school that is the school's specialism, such as Music or Sports (these classes have the same basic curriculum with additional Music or Sports lessons). There are no grammar schools, and very few private schools (and even these have to follow the national curriculum).
izz aty

Main - Malaysia - Viral video reveals varsity 'brainwash' tactics, says student @ Wed J... - 0 views

www.themalaysianinsider.com/...brainwash-tactics-says-student

malaysia politics students youth bawani sharifah zohra education tertiary education free education causes society people community social issues

shared by izz aty on 16 Jan 13 - No Cached
  • Follow kopite 131p kopite has not yet written a personal description. View IntenseDebate profile +133 Vote up Vote down kopite 131p · 11 hours ago Freedom of speech means cutting off others and bullying? Freedom of speech means belittling and humiliating others? Freedom of speech means avoiding a valid question and went to a defensive mode of equating real problems with animals? Freedom of speech means asking others to leave if they don't like it? Geez.... are you Sharifah?
  • ponu299 126p · 5 hours ago The students who were all vocally supporting this BITCH are equally responsible for the state of affair of this country. To think that we have student of this mentality, where they don't support their own uni mate, who was bring the topic of free education. To the student this was just a argument between a Muslim and a Hindu. WHAT 1MALAYSIA IS ABOUT.
  • · 5 hours ago Typical of Big Brother- UMNO - I speak you listen. No questions allowed. Just follow what I say. Only Big Brother is right. Also - whenever there is a seminar or forum organised by them, it only addresses the muslim crowd. To them, the other races do not exist and they are not bothered.
  • ...9 more annotations...
  • hailamkiak 146p
  • ummNO 158p · 12 hours ago Exactly. How can universities teach such blatent behaviour, and they seem to condone it. When I help a person, it does not need to be an indian, malay or chinese. It cannot be based on race or religion. Yet, UiTM Melaka allows it's students to protest against intake of non-muslims. And the authorities and current govt adminstration does nothing. It's as though they condone such behaviour. It's not good for nation building. By their actions, they are making themselves to be exclusive to one race only.
  • Follow worried22 82p worried22 has not yet written a personal description. View IntenseDebate profile +40 Vote up Vote down worried22 82p · 8 hours ago An Indian student standing up and speaking about free education whereas most of the Malay students clapped in support of that Listen Listen lady when she asked her to leave the country if she is not happy with the government's policies. What an irony!
  • karulann 130p · 10 hours ago not every malaysia have the "privileged" of getting grants. Loans are just burdening the graduates. I say we MUST advocate for free education, regardless of anyone income or place of living, education should be free at any level. Let us stop with the speculation that Malaysia does not afford to provide free education, but now the BN goverment are able to dishes out billions of ringgit for the BR1M, and have "janji" to continue giving every year IF they win and probably MIGHT increase the amount to RM1000.. You do the calculation of how many billions is wasted just like that.. and you get how much? Give me free education instead of RM500 yearly
  • Malaysian 154p · 10 hours ago WHO WANT SAMSUNG GALAXY NOTE BOOK!!! What kind of forum is this.
  • Hobbesianism 166p · 11 hours ago We are not angry mind you. We're simply astounded at the fact that there are such people like Ms. Sharifah in what you called the one-sided, barisan friendly forum. In fact, its freaking funny! Is that how you respond to a question, i.e. if you don't like, get out, my education is better than yours, you cannot compare with others, must always listen to elders, animals also got problems? Haha! No wonder you are still sad.
  • ankmlysia 153p · 13 hours ago ‘All that is necessary for the triumph of evil is that good men do nothing’
  • AaronID 156p · 12 hours ago What's even scarier than the dozens, if not hundreds, of these roadshows are the obvious fact so many, so young, are already too far into being brainwashed by BTN/BN! The video of Sharifah belittling and humiliating Bawani is made worse by the cheerleaders, cheering Sharifah, on! Poor kids...
  • VJK001 177p · 13 hours ago Why is Sharifah with one sided views allowed to mediate in Universities of Malaysia? No wonder our universities are going down in ranks compared to rest of the world. How can a mediator asked a fellow Malaysian to go to countries of her choice if she don't agree with policies in Malaysia? Imagine the other students clapping and supporting Sharifah! That shows the true strength of our Malaysians university students? The only one outstanding there is little Ambiga Bawani! Syabas Bawani..
izz aty

Proposed changes to autism and Asperger syndrome diagnostic criteria - | autism | Asper... - 0 views

www.autism.org.uk/...nd-AS-diagnostic-criteria.aspx

education autism ASD

shared by izz aty on 08 Dec 14 - No Cached
  • NAS welcomes the overall proposed approach to streamline diagnostic criteria and make them simpler, to develop dimensional measures of severity and recognise the range of full health problems someone is experiencing, as well as any other factors that impact on their diagnosis.
  • the proposed severity levels are not fit for purpose and potentially very unhelpful as they are currently drafted
  • need to be much more detail to make the severity levels appropriate and widely applicable.
  • ...14 more annotations...
  • levels are not consistent with the diagnostic criteria.
  • Key areas, including sensory aspects, are not mentioned within the severity levels.
  • The minimum criteria for level 1 severity “Needs support” are considerably higher than the minimum criteria for a diagnosis
  • DSM is an American publication. Most diagnoses in the UK are based on the International Classification of Diseases (ICD), published by the World Health organisation, or other criteria, such as those developed by Professor Christopher Gillberg. 
  • Creating a direct link between a clinical decision over diagnosis and a recommendation for support could affect clinical impartiality. In the UK we are aware of situations where clinical professionals have felt under pressure from their employers to under-assess needs in order to ration limited resources.
  • Dr Lorna Wing and Dr Judith Gould have submitted a paper to the American Psychiatric Association, jointly written with Professor Christopher Gillberg. This article has been published in the journal Research in Developmental Disabilities. It calls for a stronger focus on social imagination, diagnosis in infancy and adulthood, and on the possible under-diagnosis of girls and women with autism
  • They recommend that sub-group names for particular autism spectrum disorders are kept in the new diagnostic criteria, including a description of Asperger syndrome, to make it very clear that this continues to be a part of the autism spectrum. 
  • APA propose creating a new diagnosis of social communication disorder. This would be given where someone exhibits the social communication and interaction aspects of an autism spectrum disorder diagnosis, but does not show restricted, repetitive patterns of behaviour, interests or activities. 
  • linking of a clinical diagnosis to recommendations of support may create expectations for people on the autism spectrum that services will be provided when this will not always be the case (at least in the UK), due to high eligibility thresholds or because decisions about such support may be taken by professionals who have no relation to the diagnostic process. 
  • The current ICD (ICD-10) is virtually the same as DSM. The next version of the International Classification of Diseases (ICD-11) is due to be published in 2015. They will consider the changes made to DSM-5, but their descriptions are often slightly different. For example, the diagnostic names in ICD-10 are different to those in DSM-4. 
  • Diagnoses should always be based on a clinical decision about whether someone has an impairment which has a disabling effect on their daily life. Diagnoses will be given where symptoms cause an impairment to everyday functioning.
  • Overall, we believe that the changes to the diagnostic criteria are helpful. They are clearer and simpler than the previous DSM-4 criteria. 
  • The diagnostic manuals are updated every so often to reflect the latest research. The last change to the DSM was in 2000, and before that in 1994.
  • How long have autism and Asperger syndrome been in the DSM? Autism was first included as a separate category in DSM-3 in 1980 when it was called 'infantile autism'. This was later changed to 'autistic disorder' in 1987. 'Asperger’s disorder' (syndrome) was added into the next version, DSM-4, in 1994.
izz aty

SIRIUS network | Sweden: How to support inclusive education in a school where 99% of st... - 0 views

www.sirius-migrationeducation.org/-are-descendants-of-immigrants

swedish education inclusive education

shared by izz aty on 16 Nov 14 - No Cached
  • 99 percent of the 800 students at the school Ronnaskolan in Södertälje, a city southwest of Stockholm, are pupils with a migrant background.
  • most of them born in Syria and Iraq, the numbers of new arrivals remain high: at least one fifth of the students has been living in Sweden for less than two years
  • A situation that can easily exceed school capacities, especially when considering that many pupils do not speak Swedish when arriving at school, have experienced war and expulsion in their country of origin or come from a low socio-economic background
  • ...11 more annotations...
  • Ronnaskolan has been remarkably successful in preparing its students for secondary education and providing quality education
  • When she started working for the school, only about half of the pupils were able to transition to secondary education, which in Sweden starts in grade 10. Two years later, already 76 percent of pupils had the sufficient grades to move up to higher education. Asked how such an “at risk” student population can perform that well, the prinicpal explained how the school was able to steadily improve their educational outcomes.
  • To ensure that slower learners receive the support they need without at the same time under-challenging other pupils, Ronnaskolan has introduced a two-teacher model. This means that in most classes two teachers are present to respond to the different needs of pupils
  • Convinced about the value of learning with and from each other, they stopped putting newly arrived students in a separate preparatory class. Instead, everyone is taught together in the same classroom to avoid segregation from the start.
  • this process begins with defining concrete goals and having a clear idea of what the school should look like in the future
  • it does slow down teaching sometimes, Axelsson Kihlblom assures that the benefits outweigh the drawbacks; it sends a strong message that every student is equally valuable and that the school has high expectations and confidence in their newcomers
  • Newly arrived children then also follow one full day of learning Swedish as a second language
  • In regular meetings with both the student and his or her parents, teachers discuss the pupil’s goals and jointly work on a step-by-step plan on how to achieve them
  • the school offers individual support for underperforming pupils
  • the school is also cooperating with the municipality, health care facilities and social services
  • Furthermore, the school has been working towards diversifying their staff and mostly employs teachers with a migrant background themselves.
  • izz aty on 16 Nov 14
     
    "Ronnaskolan "
izz aty

Inclusive Education in Finland: A thwarted development | Saloviita | Zeitschr... - 0 views

www.inklusion-online.net/...172

finnish special ed inclusive issues dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • Finland differs in the amount of segregated education from its Nordic neighbours Sweden, Norway, and Denmark, where the proportion of segregated education is very low.
  • statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
  • A simple explanation for the large percentage of segregated education is the models of financing. In Finland local authorities receive extra money for each student removed into special education. It has been shown that this kind of financing explains best the international differences in the number of students in special education (Meijer, J.W., 1999).
  • ...70 more annotations...
  • second reason is linked with teacher professionalism. If a teacher can have a difficult student from her class removed, she can secure for herself a less stressful future in her work.
  • Finnish teachers have got a strong union, and it has taken a very negative stance towards educational integration (OAJ, 1989). Teachers, like all other professional groups, have step by step achieved more power in the affairs of local municipalities at the cost of local political process (Heuru, 2000). This has given teachers more influence in guiding schools in the directions they want schools to go.
  • third reason for the large proportion of segregated education lies in the Finnish set of values. In Finland, the shift from an agricultural to an industrial society occurred internationally quite late, during the late forties. The industrial phase remained brief, and the new post-industrial society began to emerge during the late sixties. This means that the traditional values of agricultural and industrial societies still prevail in Finland to a greater extent than in many other countries. These traditional values stress overall conformity and tend to reject people who are considered socially deviant. The Finnish traditional set of values also manifests itself in the internationally high proportions of past sterilization of people with disabilities, high proportion of disabled people in institutions, or in the exceptionally high frequency of fetal screening (Emerson, et. al., 1996; Meskus, 2003).
  • Traditional Finnish sets of values combined with strong teacher professionalism together explain the high legitimacy of segregated special education in Finnish society
  • increasing numbers of students in special education are interpreted by representatives of the government as a healthy answer to increasing pathological conditions of children.
  • nternational discussion on inclusion (UN, 1993; Unesco, 1994) was first met in Finland by silence, which continued for several years (e.g. Blom, et al., 1996).
  • At the political level, inclusion is not raised as a goal to be sought
  • it is understood as a state that has already been achieved, because all that is possible has already been done.
  • The main focus of special education policy is localized in the neoliberal philosophy of “early intervention”, where problems are found in the pathological conditions of individual children (Plan for Education and Research 2007-2011 by the Ministry of Education). This focus is evident also in the Special Education Strategy report of the Special Education Committee of the Ministry of Education (2007). Furthermore, none of the political parties have raised the issue of inclusive education, outside of the small left wing party, The Left Alliance.
  • Since the rehabilitation committee of 1966, the official documents of the National Board of Education have repeatedly stated that integration is a primary choice which, however, is not always possible to achieve. What is “possible” depends on the abilities of the person himself, and these limits are decided by teachers.
  • A popular scapegoat for the lack of integration is found in deficits in teacher education (Special Education Committee, 2007). According to this explanation integration is not possible because teachers have not acquired the necessary skills in their education. Antagonists of this explanation underline that current teacher education is fully adequate in this respect and gives readiness for all teachers to include students with disabilities.
  • The academic world of special education has traditionally taken a conservative stance towards inclusion
  • Very recently there has been observable some change in the discussion
  • First, some large disability organizations, e.g. the Parents’ Association for People with Intellectual Disabilities, The National Council on Disability, and the Finnish Association on People with Physical Disabilities have presented critical statements, not heard previously, on current policy which favours increased placement of students in special classes. These organizations have begun to refer to international goal statements on inclusive education, like the Salamanca statement.
  • Second, the academic field of special education has begun to experience some polarization in the question of inclusion, and more positive sounds are being heard in favour of inclusion. This argument is observed, for example, in a recent addition on special education of the Finnish educational journal “Kasvatus” (2/2009). Additionally, a current textbook written by leading special education professors (2009) refers to inclusive education in a cautiously positive tone of voice, even if traditional special education is in no way criticized. It also gives space to the presentation of the international inclusion movement and international statements.
  • More radical changes could be expected from a different direction. The preparation of new legislation concerning the state funding of local municipalities is currently taking place
  • If the change happens it, in all probability, will mean a free fall in the number of special class placements. Inclusive development may thus become materialized as an unintended consequence of a bureaucratic funding reform
  • Finland is a black sheep in the international movement on inclusive education.
  • The legitimacy of separate special education is strong and unquestioned. Since the mainstream in most other countries is towards inclusive education, the situation of Finnish school authorities is not always comfortable.
  • There is a continuous threat of a legitimacy crisis in special education. Until now the threat has been successfully handled first through the means of ignoring the international discussions, statements and policies, and lately by changing the meaning of the concept of inclusion. Instead of inclusion meaning desegregation it is increasingly defined by educational authorities to mean some kind of good teaching in general (Halinen & Järvinen, 2008; Special Education Committee, 2007).
  • In opposition to inclusion, the official policy promotes early intervention as a main area of development in special education.
  • There are no visible interest groups questioning this ongoing development.
  • The high legitimacy and constant growth of segregated special education can be understood as a consequence of the individual funding model, teacher professionalism and the Finnish value system originating from the late modernisation of overall society.
  • The idea of integration, or the principle of the primacy of mainstream class placement in the education of students with special needs, was first expressed in Finland in the report of the Rehabilitation Committee in 1966
  • the late sixties were, in many ways, an exceptional point in time. In the parliamentary election of 1966 the left wing parties achieved a majority in the parliament. This political change coincided with a turning point in Finnish society as a whole.
  • The process of modernization and urbanization had led to the point where the economic structure of the country was shifting that of an industrial to a post-industrial phase.
  • The shift was manifested in the numbers of people working in the service sector, which superseded the numbers of those working in industry. The concomitant cultural change was expressed in the upheaval of societal values seen in many “cultural wars” of the time.
  • The construction of a welfare society meant the widening of public services. A widening professional sector sought new customer groups as clients. One of these groups was people with intellectual and mental disabilities who, until that time, were mainly treated in institutions
  • ideas of “rehabilitation” launched during the fifties by the International Labour Organization (ILO) now found breeding ground in Finnish society. The change in ideology was revolutionary, and was also noticed by the contemporaries. For example, the Rehabilitation Committee characterized the ideological change as expressing “a new conception of civil rights and human value” (Rehabilitation committee, 1966, 9).
  • The structure of special education at this time contained two types of special classes: auxiliary classes for students with learning difficulties and other separate classes for students with emotional and behavioural problems. Additionally, there were a few state schools mainly for students with sensory disabilities. The number of students in special classes remained under two percent.
  • During the educational reform which took place from 1972-1977 the previous dual educational system was superseded by a unified and obligatory nine year comprehensive school, called “peruskoulu”, for all children
  • School began at the age of seven and continued until an age 16
  • School began at the age of seven and continued until an age 16. After completion of comprehensive school the voluntary school path continued either in vocational education or in a three year upper secondary high school.
  • Special education achieved great attention in this reform. The special education division was founded in the National Board of Education and two committee reports were published on the organisation of special education in Finland.
  • The forms of traditional special education were secured but, additionally, the principle of integration was launched. On one side the new concept expressed positive content of the occurring paradigm shift from institutional care to rehabilitation. On the other side it very early expressed its ideological nature as a concept that helped to legitimate the exclusion of disabled people. Integration was considered conditional and depended on the “readiness” of the person.
  • A new profession of special education teachers, professionals without a grade level class responsibility, was established.
  • In this so called “part-time special education” students received individual or group-based support without formal enrolment into special student status. This led to a conflict with the professional union of teachers, OAJ, which declared a lock-out for those positions in the schools which offered them. As a compromise it was at last agreed that the new profession was not allowed to influence reductions in the number of relocations into special classes (Kivirauma, 1989).
  • The number of special class students in the seventies had increased to about two percent of the overall student population in comprehensive schools (Statistics Finland, 1981).
  • From 1983 onwards, a new law concerning comprehensive schools changed the field of special education
  • The two older forms of special education classes, the auxiliary school (Hilfschule) for students with learning difficulties and the “observation classes” for students with emotional and behavioural problems were now superseded by a system which could be characterised as principally a non-categorical system of special education. Local municipalities were now allowed to categorize their special education classes as they wanted, though most of the older terms still survived.
  • There was not, however, a true change from categorical to non-categorical special education.
  • First, strong categorical features came from state funding, which portioned out state support on an individual basis in accordance with the level of disability.
  • Second, local municipalities began to develop new, more medical, special education categories.
  • Third, the special teacher education programs continued to use categorical labels such as “special teacher for the maladjusted”, “adapted education” or “training school education”. Training school education referred to students with mild to moderate intellectual disabilities which were now at last entitled to enter comprehensive school.
  • During the eighties the proportion of special class students in comprehensive schools grew approximately from two to three percent (Statistics Finland, 1989).
  • One consequence of the liberation from special class categories was the sudden emergence of new types of special needs categories.
  • For example, the proportion of students with dysphasia increased from 10% to 20% in just six years.
  •   Disability category 2002 2008 N % N %
  • Autism and Asperger syndrome 679 2.0 1408 3.0
  • An important characteristic of these new popular categories was their medical nature. New diagnoses such as “dysphasia”, “autism”, and “ADHD” attained popularity at the expense of older categories such as mental retardation
  • A common feature of the new popular diagnoses was their obscurity. Instead of a clear-cut collection of symptoms they resembled more vague metaphors.
  • This medical turn can be seen as the late fruit of the rehabilitation paradigm which was adopted twenty years earlier.
  • The new categorizations were more merciful as compared to the older ones because children were no longer seen as “bad” or “stupid” but as “sick” and in need of rehabilitation (Conrad & Schneider, 1980/1992). This change in perception from “badness” to “sickness” also helped to give new legitimacy to special education.
  • proportion of comprehensive school students transferred into special classes now grew up to four percent (Table 2). Students with severe and profound intellectual disabilities were now also accepted into comprehensive school in 1997 as the final small disability group thus far marginalized to the outside.
  • The last ten years have witnessed a rapid growth of segregated special education in Finland
  • Year   Total   SEN total % SEN total % Full time in mainstream class % Full time or part-time in special education class
  • 2008 561 061 47 257 8.4 2.3 6.1
  • 1998 591 679 21 826 3.7 0.3 3.4
  • Now the proportion of students in special schools and special classes has increased to over six percent, maybe the highest percentage reported anywhere in the world at the present time.
  • Other supports, such as the increasing use of part-time special education have not been effective in reducing this development
  • During the school term of 2006-2007 of the students in comprehensive schools, 22.2% received part-time special education (Statistics Finland, 2009)
  • the number of integrated students has also grown. This was due to a change in funding legislation in 1998, which also guaranteed additional state support for those special education students not removed into special classes.
  • The relative proportion of students in special schools was 2.0% in 1998 and 1.4% in 2007
  • The slight fall in special school placements seems to be mainly technical: many special schools have been administratively united to mainstream schools. The number of special schools has dropped to about 160. Most of them probably were schools for students with mild disabilities (former auxiliary schools).
  • Large towns slightly more often use special class placements than rural schools
  • While in 2005 a total of 5.6% of students were moved in special classes in the country as a whole, the average proportion in larger towns was at a higher percentage, 6 - 9%
  • Large towns also relied more on separate special schools (Memo, 2006)
  • In contrast, in sparsely inhabited areas, such as Lapland, special class placements have remained rarer than elsewhere.
  • The least number of placements are in the Swedish speaking part of Finland. This may indicate a cultural influence from Sweden where special class placements are much rarer than in Finland
  • The significant distances in the countryside of Finland explain why integration is more common in rural areas.
izz aty

Sunardi et al. 2011. The Implementation of Inclusive Education for Students with Specia... - 0 views

d-scholarship.pitt.edu/...27-131-1-PB.pdf

indonesia indonesian education inclusive education

shared by izz aty on 19 Nov 14 - No Cached
  • izz aty on 19 Nov 14
     
    Abstract Over the last decade, inclusion has become a world trend in special education. In response to that trend, the Indonesian government has adopted a progressive policy to implement inclusive education. The aim of this research is to describe the implementation process by focusing on the institutional management, student admission/identification/assessment, curriculum, instruction, evaluation, and external supports. The sample consisted of 186 schools with a total student body of 24,412, 12 percent of which (3,419) were students with special needs. In those schools, there were also 34 gifted students (0.1 percent). Of all the students with special education needs (SEN) students, 56 percent were males and 44 percent were females. The results showed, in terms of institutional management, that the majority of inclusive schools had developed strategic plans (for inclusion), legally appointed coordinators, involved related and relevant parties, and conducted regular coordination meetings. However, there were still many schools that had not restructured their school organizations. In terms of student admission/identification/assessment, 54 percent of schools set a quota for SEN students. Only 19 percent applied a selection process in student admission, half of which used different procedures for SEN candidates. Approximately 50 percent of inclusive schools had modified their curriculum, including a variety of standards. In terms of instruction, 68 percent of inclusive schools reported that they modified their instructional process. Only a few schools, however, provided special equipment for students with visual impairment, physical impairment, speech and hearing problems, and autism and gifted and talented students. In a student evaluation, more than 50 percent reported that test items, administration, time allocations, and students' reports were modified. For the national exam, this number decreased dramatically. Finally, external supports in the for
izz aty

School can worsen disabled children's behavioural problems, researchers say - Institute... - 0 views

www.ioe.ac.uk/...104870.html

disability english special ed LD dissertationZ behavioural inclusion issues

shared by izz aty on 03 Oct 14 - No Cached
  • disabled children might have fewer behavioural issues in their early years if more schools introduced stringent anti-bullying measures and other support strategies, the researchers conclude.
  • The researchers found that disabled children consistently presented more conduct problems than their non-disabled peers between the ages of 3 and 7. However, the conduct of both groups of children followed the same development pattern, improving between 3 and 5 and then slightly worsening at about age 6.
  • The long-term benefits of such interventions could be very substantial, the researchers believe, as behavioural difficulties are likely to compound disabled children's problems and reduce their chances of having a happy and successful adult life.
  • ...6 more annotations...
  • The researchers compared non-disabled children with infants who had:  a developmental delay at age 9 months (in relation to hand-eye coordination, for example, or early communication gestures)  a longstanding limiting illness (such as type 1 diabetes or asthma)  special educational needs at age 7 (stemming from learning difficulties or impairments such as hearing loss).  They were able to analyse assessments of MCS children's behaviour at ages 3, 5 and 7 as parents had been asked about conduct problems, hyperactivity, emotional difficulties and whether their sons and daughters got on with children of the same age.   This enabled the researchers not only to record the emergence of any problems but establish whether the behaviour of disabled and non-disabled children had followed the same trajectory.   They also took into consideration family background factors known to be associated with child behaviour, such as income poverty, parental discipline and the closeness of the parent-child relationship.  
  • also recommend that more support is provided for mothers and fathers of children with an impairment or special educational need.
  • At age 3, children with longstanding limiting illnesses and special educational needs were also more likely than non-disabled infants to exhibit the other three negative behaviours that were assessed: difficulties with peers, emotional problems and hyperactivity. But, worryingly, unlike conduct problems, these particular behavioural difficulties became more pronounced among children in these two disability categories between the ages of 3 and 7.
  • some early school environments may exacerbate behavioural problems for disabled children in ways that cannot solely be solved by learning support – because the underlying issue is behavioural rather than cognitive," the researchers comment.   "Many disabled children find it increasingly difficult to engage with the social world as they pass from toddlers to the mid-primary school age. They also struggle with structured social contexts such as school. We need to gain a better understanding of the effects that schools have if we are to develop environments that do not, in effect, disable children further."
  • we should seriously consider the implications of the marked increase in emotional problems for disabled girls, in particular, in terms of future risks such as depression and self-harm."
  • 'Convergence or divergence? A longitudinal analysis of behaviour problems among disabled and non-disabled children aged 3 to 7 in England', by Rebecca Fauth (NCB), Samantha Parsons (IOE) and Lucinda Platt (LSE), is the latest working paper to be published by the IOE's Department of Quantitative Social Science (QSS). It will be available from the QSS website http://www.ioe.ac.uk/research/departments/qss/35445.html from 9am on Friday, October 3.
izz aty

Dhaka Declaration on Autism Spectrum Disorders and Developmental Disabilities 25 July 2... - 0 views

www.autismspeaks.org/...dhaka-declaration

autism

shared by izz aty on 29 Sep 14 - No Cached
  • Recalling the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities as well as resolutions adopted by other forums, in particular the United Nations General Assembly on autism
  • Reiterating the provisions of Constitutions of our respective countries safeguarding against discrimination and social exclusion of people on grounds of any disability or condition, and securing the provision of the basic necessities of life, in particular education and medical care, and the right to social security to public assistance in cases of undeserved want arising from illness and disabilities,
  • Noting that developmental disorders are being increasingly recognized all over the world as disabling conditions which seriously influence everyday functioning of affected children, severely interfere with their developmental, educational and social attainments, and bring significant economic costs to families and societies
  • ...21 more annotations...
  • Aware that autism is a lifelong developmental disability that affects the functioning of the brain, and characterised by impairments in social interaction, problems with verbal and non-verbal communication and restricted, repetitive behaviour, interests and activities,
  • Concerned that, despite increasing evidence documenting the effectiveness of early interventions in improving the overall functioning of the child and long-term outcomes, children and families in need often have poor access to services and do not receive adequate treatment and care
  • Deeply concerned at the prevalence and high rate of autism in all societies and regions and its consequent developmental challenges to long-term health care, education and training as well as its tremendous impact on communities and societies
  • Recalling that children with developmental disorders and their families often face major challenges associated with stigma, isolation and discrimination as well as a lack of access to health care and education facilities
  • Recalling further that even the basic human rights of children and adults with developmental disorders are often abused, in many cases in flagrant violation of existing UN declarations and treaties
  • Recognising the public health importance to address mental and developmental disorders and autism in children, based on their prevalence, disability burden, long-term health consequences and the associated human rights violations
  • Recognising further that attention received by policy makers and public health experts and consequent allocation of resources have so far been inadequate to address the treatment gap for developmental disorders, and stronger concerted efforts are required
  • Acknowledging efforts undertaken by governments and international global health actors to tackle the problem, including the commemoration of the UN World Autism Awareness Day, which led to increased international public concerns for autism and other developmental disorders
  • Inspired further by a vision that all individuals with autism and developmental disorders ought to receive adequate and equal opportunities to enjoy health, achieve their optimal developmental potential and quality of life, and participate in society
    • izz aty
      izz aty on 29 Sep 14
       
      ACTIONS TO MEET VISIONS awareness and social responsibility, healthcare specialised care services allocation of resources family-centred provisional support service quality assurance socially inclusive legislations effective networks and collabs regular conferences for knowledge-sharing and checking  progress
  • Endorse the following priority actions for realizing our vision to meet the health care needs of children with developmental disorders:
  • 1.         Adopt this Declaration with the objective of promoting stronger and coordinated actions in the region and globally towards the improvement of access and quality of health care services for individuals with autism and developmental disorders.
  • a. Increase awareness of the rights of children with developmental disorders and to highlight social responsibility to persons with such disabilities.
  • b.   Strengthen health systems’ capacity to address the needs of children with developmental disorders and their families.
  • c.   Improve capacities of professionals involved in provision of integrated care services for children with developmental disorders at various levels, from primary health care and communities to specialized services.
  • d.   Mobilize and allocate increased human and financial resources for the health care of children with developmental disorders and for stepwise implementation of the identified priority actions.
  • e.   Support provision of care as close as possible to families' homes and schools and promote participation in family life, education and society.
  • f.    Establish measures for assurance of quality of services.
  • g.   Promote a supportive national legislative and policy environment to ensure social inclusion.
  • h.   Ensure effective collaboration mechanisms across sectors and particularly, among health, education, and social services, and promote adoption of a holistic approach to care provision for developmental disorders.
  • i.    Hold regularly scheduled regional conferences to continue to share information and best practices as well as monitor progress.
izz aty

Learning Disabilities (LD) | Center for Parent Information and Resources - 0 views

www.parentcenterhub.org/...ld

LD identification LD dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. “Learning disabilities” is not the only term used to describe these difficulties. Others include: dyslexia—which refers to difficulties in reading; dysgraphia—which refers to difficulties in writing; and dyscalcula—which refers to difficulties in math.
  • there are certain clues. We’ve listed a few below. Most relate to elementary school tasks, because learning disabilities tend to be identified in elementary school.
  • school focuses on the very things that may be difficult for the child—reading, writing, math, listening, speaking, reasoning
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  • IDEA’s Definition of “Specific Learning Disability”
  • instead of using a severe discrepancy approach to determining LD, school systems may provide the student with a research-based intervention and keep close track of the student’s performance. Analyzing the student’s response to that intervention (RTI) may then be considered by school districts in the process of identifying that a child has a learning disability.
  • There are also other aspects required when evaluating children for LD. These include observing the student in his or her learning environment (including the regular education setting) to document academic performance and behavior in the areas of difficulty.
  • Once a child is evaluated and found eligible for special education and related services, school staff and parents meet and develop what is known as an Individualized Education Program, or IEP. This document is very important in the educational life of a child with learning disabilities. It describes the child’s needs and the services that the public school system will provide free of charge to address those needs.
  • Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the “Tips for Teachers” section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We’ve listed one central source in the “Resources Especially for Teachers” section.
  • Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from “low-tech” equipment such as tape recorders to “high-tech” tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to “write” by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online’s Technology section, at: http://www.ldonline.org/indepth/technology
  • izz aty on 30 Sep 14
     
    "Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the "Tips for Teachers" section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We've listed one central source in the "Resources Especially for Teachers" section. Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from "low-tech" equipment such as tape recorders to "high-tech" tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to "write" by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online's Technology section, at: http://www.ldonline.org/indepth/technology"
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Making our students employable - 0 views

www.dmu.ac.uk/...g-our-students-employable.aspx

shared by izz aty on 12 Jun 15 - No Cached
  • From real-world placements to projects set and graded by leading employers, our courses are designed to equip students with the skills and experience sought after by today's employers.
  • Many of our courses are accredited by professional bodies
  • you can be confident that our students and graduates will have the professional skills and experience to add real value to your organisation.
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  • Our support extends beyond the classroom, and there are many ways that we help students to become highly employable
  • With employment fairs, graduate internships, enterprise support and a whole range of careers advice at their disposal, our graduates are ready to hit the ground running and embark on their exciting and rewarding careers, helping to support the needs of the professions
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BBC News - How blind Victorians campaigned for inclusive education - 0 views

www.bbc.co.uk/...blogs-ouch-29327232

english education english special ed dissertationZ

shared by izz aty on 08 Oct 14 - No Cached
  • Over the past 30 years there has been a greater effort, backed up by law, to integrate disabled children into mainstream education. But in the Victorian era they often attended educational institutions supported through philanthropic fundraising.
  • To encourage donations, schools emphasised the "miseries" of sensory deprivation.
  • Unhappy about these negative representations of disabled people, an un-named "intellectual blind man" of the era said: "I assure you it is not blindness, but its consequences, which we feel most painfully, and those consequences are often laid on us most heavily by the people who are loudest in their expressions of pity."
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  • The names of these early activists are all but forgotten today. However, their views on the importance of including, rather than segregating, blind and deaf children, and their powerful advocacy that they should be heard and given appropriate rights, make their views seem strikingly modern.
  • "Special education" emerged in Britain and Europe during the second half of the 18th Century. Thomas Braidwood established a school for deaf pupils in Edinburgh in 1764, which moved to Hackney in London in 1783 due to increased demand for places.
  • first school for blind pupils opened in Liverpool in 1791
  • London's School for the Indigent Blind, founded at St George's Fields Southwark in 1799, was by the 1860s educating 160 boys and girls in reading, writing and "useful" trades, intended to provide for their future employment.
  • 1834 Poor Law Amendment Act, the state subsidised school fees for some pupils so that attendance did not push families into poverty - education was neither free nor compulsory until later in the century
  • Charitable schools were founded primarily as residential institutions intended to provide protection, board, lodging and education to their pupils. Yet the practice of shutting away "blind, deaf and dumb" children in so-called "exile schools" was opposed by an increasingly vocal group of activists in the mid 19th Century.
  • institutions "immured" their pupils, treating them like prisoners. They were degrading and they perpetuated "pauperism"
  • The campaigners noted that inclusion promised to benefit all society, not just the deaf and blind themselves.
  • Organisations such as the Association for Promoting the General Welfare of the Blind, founded by Elizabeth Gilbert in 1854, established workshops for blind handicraftsmen so that workers received better prices for their products than for those produced in institutions.
  • Whilst the association encouraged basket making, some campaigners claimed that these traditional trades were symbolic of a system that failed to recognise people's potential or range of talents.
  • Biography of the Blind, written in 1820 by James Wilson, a self-taught blind man who wrote the book "with a view of rescuing my fellow sufferers from the neglect and obscurity in which many of them are involved."
  • Charities were not always appreciated. Activists claimed that too much of the money donated to the dedicated charities went on buildings and non-disabled staff, rather than on the welfare of the blind pupils themselves. Many of them imposed social and moral restrictions on who could apply for assistance. Some campaigners argued that it would be better if the donated money was paid directly to blind people themselves, to enable them to live in their own homes and support their families.
  • The education of blind and deaf children in specialist institutions remained the norm until recent years. Far greater effort now goes into integrating disabled children into mainstream schools, and has been backed up by new laws. But integration is not the same as inclusion, and even in 2014 campaigners are still arguing that there is further to go before disabled children are fully included in schools. They say there needs to be greater recognition that they have a right to an education and should be given support in ordinary classes, not in special units.
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Inclusive Education In Malaysia Education Essay - 0 views

www.ukessays.com/...n-malaysia-education-essay.php

malaysia malaysian education inclusive education education

shared by izz aty on 26 Nov 14 - No Cached
  • Inclusive education in Malaysia originated from the ‘special education’ agenda as defined in the Education Act 1996 (1998) and its approach is referred to this tradition.
  • These mandates are intended to promote equal rights and access to education for persons with disabilities. The ‘educability’ criterion assumes that there are children who are uneducable within the public school system and thus these children are catered to within community-based rehabilitation (CBR) settings (MOE, 2006). CBR programmes are government-initiated, centre-based programmes at the community level aimed to provide education that emphasises therapy and rehabilitation to children with learning disabilities (Kuno, 2007). CBR programmes are quite detached from the mainstream school system. However, in practice, the division between both provisions is less definite, and students who should benefit from them become victims of bureaucratic procedures (Adnan & Hafiz, 2001).
  • Malaysia embarked on the first stage when the first school for the blind was opened in 1929, followed by a school for the deaf very much later in 1954
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  • These schools were initiated under the programs of the Ministry of Social Welfare with the help of religious missionaries. Malaysia entered its second stage when professional preparation programs for special education were formally established by the Ministry of Education in 1961. Lacking its own expertise and technology, Malaysia entered its third stage when it began importing knowledge and expertise by sending its education professionals abroad for research degrees and in-service attachments in special needs education in the 1980s and 1990s, and attempting to customize what was learned to its national conditions. Malaysia’s participation in international workshops and activities of the UN and UNESCO and subsequent reforms as reflected in the Education Act (1998) describes the active development of policy and changes in practices during this period. In 1993, the first preservice teacher preparation leading to a Bachelor of Education degree program in special needs education was initiated in Universiti Kebangsaan Malaysia. The program was developed alongside a collaborative project in curriculum development with three universities in the United Kingdom, namely, the Universities of Manchester, Birmingham and Cambridge (Jelas, 1996; 1999).
  • The terms ‘special needs’ introduced in the Education Act 1996 (1998) are defined as follows: “Pupils with special needs’ means pupils with visual impairment or hearing impairment or with learning disabilities” And ‘inclusive education’ is introduced as part of the continuum of services available for children with special needs: “Special education programme” means – A programme which is provided in special schools for pupils with visual impairment or hearing impairment; An integrated programme in general schools for pupils with visual impairment or hearing impairment or with learning disabilities; and An inclusive education programme for pupils with special needs and who are able to attend normal classes together with normal pupils” (Education Act 1996, 1998, p. 341)
  • However, the eligibility for special education placement is based on the ‘educability’ of children as assessed by a team of professionals. This is documented in the Act, which states: “(1) For government and government-aided schools, pupils with special needs who are educable are eligible to attend the special education programme except for the following pupils: physically handicapped pupils with the mental ability to learn like normal pupils; and pupils with multiple disabilities or with profound physical handicap or severe mental retardation. A pupil with special needs is educable if he is able to manage himself without help and is confirmed by a panel consisting of a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD, as capable of undergoing the national educational programme” (Education Act 1996, 1998, p. 342) The eligibility dilemma
  • While the current public policy for children with special educational needs, particularly those categories of children classified as experiencing ‘learning disabilities’ have access to regular schools as stated in the Act, the ‘educability’ criteria contradicts the goals of providing equal education opportunities as stipulated in the United Nation’s Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (1993), The Salamanca Statement (1994) and the Biwako Millenium Framework for Action (UNESCAP, 2002).
  • Foreign experts are initially relied upon to provide the knowledge and to encourage its development prior to the emergence of a profession within a country. The first professionals to provide services are usually trained abroad. The second stage followed this first stage, in which colleges and universities established programs and departments to teach the discipline and prepare the professionals. The second stage leads to the third stage, in which colleges and universities import developed from abroad to achieve standards that characterised the discipline in more developed nations. During this stage, the concepts, theories and models of implementation found in the more developed countries are taught, applied and tested; some of which may transfer more successfully than others.
  • Before special programmes were available, students with special needs were described by their characteristics and by the instructional challenges they presented to teachers. When the education system began to respond to the needs of each emerging group of special needs students, services were established and eligibility criteria determined. From that point on, a child was identified (for school and placement purposes) as having or experiencing a ‘special educational need’ and if he or she is “able to manage him or herself without help” (Education Act 1996, 1998), the child will be eligible for a given programme or service. This process was repeated as each new group of special needs students emerged – for example, children with visual and hearing impairments in the 1960s, children with mild intellectual in the 1980s and 1990s, and more recently, children with attention deficit hyperactivity disorders and children with dyslexia.
  • in the Education Act 1996 (1998) that the perspectives of professionals (“a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD” p. 342) have the most power in determining the way children are categorised and whether these children are “capable of undergoing the national educational programme” (Education Act 1996, 1998)
  • policy makers and professionals continue to see special schools and classes as well as categories as having an important place in provisions. Responses at the Ministerial level revealed an emphasis on diversity and acceptance of human characteristics as problematic and that learning difficulties are technical problems that require specialised discipline knowledge that cannot be dealt with in the “normal classes with normal children” (Education Act 1996, 1998 p. 341).
  • The National Report on the development of education states: Inclusion in Malaysia subscribed to the concept of placing SEN students into mainstream classes to be educated alongside their peers, either with or without additional support, and within the present school system. This concept of IE (inclusive education) might not be in line with the ideal concept based on “acceptance, belonging and about providing school settings in which all disadvantaged children can be valued equally and be provided with equal educational opportunities … (MOE, 2004, p. 28),
  • Even though inclusive education was implemented at the policy level more than 10 years ago and school participation has rapidly increased quantitatively, Malaysia is far from reaching its goal of providing “a responsive education path for every child and youth with SEN” (MOE, 2004)
  • The emphasis on the ability “to cope with mainstream learning” seemed consistent with the integration models that came about in the 1980s. Integration models mainly focused on placing students with mild disabilities, identified and “diagnosed” as having special needs in mainstream schools. In such models, students must adapt to the norms, expectations, styles, routines and practices of the education system instead of the education system adapting to the learner (UNESCO, 2008). The integrated programme is the dominant format for delivering services to special needs students in Malaysia, then and now.
  • Once placed, few special education students returned to the regular education class on full-time basis. Although the special classroom and special schools continued as options, integrated programmes (placement in regular classrooms) for students with visual and hearing impairments are available with support from the resource teacher
  • Historically, the disenchantment of many special educators and the concern of the efficacy of the prevailing approach (Ainscow, 1994; Meyen & Skrtic, 1995; Sorrells, Rieth & Sindelar, 2004; Stainback & Stainback, 1992) raised questions about how best to assure a quality and equitable education for students with disabilities and spawned the push for a more inclusive approach to special education programming. While these reforms were mandated in the United Nations Declarations and UNESCO’s Framework of Actions on special needs education of which Malaysia’s policy on inclusive education subscribes to, the focus on diagnosis, prescription, and intervention continued to be central to determining eligibility and making placement decisions. Thus, although special education practices had changed, the grounding assumptions of human pathology and organisational rationality (Biklen, 2000; Oliver, 1996; Skrtic, 1991) have not been critically examined. In this context, special education is used to maintain and legitimise exclusion of students with disabilities within a school culture and system characterised by competition and selection (Skrtic, 1995; Corbett, 1999; Slee, 2001; Kearney & Kane, 2006).
  • While the philosophical basis of including SEN students into mainstream schools is accepted as a policy, the continued legitimization of paradigms that exclude SEN students is also acknowledged by rationalising between the “ideal” and the “not-so-ideal” concept of inclusive education. This ambivalence is reinforced by the following statements: Prior to inclusion, especially in the early part of their formal education, SEN students are equipped with relevant basic skills and knowledge to enable them to cope with mainstream learning. Only those who are diagnosed capable to cope with mainstream learning would be included fully or partially. (MOE, 2004, p. 29)
  • In principle, Malaysia is committed to providing education for all with the implementation of compulsory education in 2003 as evident by a high participation rate of 98.49 per cent (MOE, 2004). This statement of intent towards compulsory education for all which was an amendment of the Education Act 1996, however, did not include children with disabilities
  • The radical perspective that leads to a reconceptualisation of special educational needs have been well documented for the past twenty years (Barton, 1988; Lipsky & Gartner, 1989; Ainscow, 1991; Fuchs & Fuchs, 1994; Clark et. al., 1998; Donoghue, 2003) and critiques argued and showed evidence how the education system creates rather than remediate disabilities (Skrtic, 1991; Corbett, 1999; Vlachou, 2004; Carrington & Robinson, 2006). The new perspective on special educational needs is based on the view that the way forward must be to reform schools in ways that will make them respond positively to pupil diversity, seeing individual differences as something to be nurtured. But, as cautioned by Ainscow (1994): This kind of approach is only possible in schools where there exist a respect for individuality and a culture of collaboration that encourages and supports problem-solving. Such cultures are likely to facilitate the learning of all pupils and, alongside them, the professional learning of all teachers. Ultimately, therefore, this line of argument makes the case that increasing equity is the key to improvements in schooling for all. (Ainscow, 1994, p12)
  • Education in Malaysia is driven largely by an examination–oriented system characterised by curriculum rigidity and rote learning rather than critical and independent thinking. Like schools in Singapore and Hong Kong (Poon-McBrayer, 2004), school leadership are in great pressure to compete for the best examination results in terms of the percentages of passes and the number of A’s acquired by students in public school examinations
  • The culture of elitism compels parents to prepare their children to be accepted into high ranking or fully residential schools which usually achieve high scores in examination results.
  • Although the ‘intertwining of the standards and inclusion agenda’ can lead to positive consequences (Ainscow et al, 2006), the emphasis on the preparation and drill for the public examinations therefore, left little or no time for teachers to accommodate individual learning needs of students in general. Media reports on schools’ and students’ performance intensify competition and further marginalise SEN students, who, to a large extent are not expected to compete. Competing priorities make it more difficult for schools to fully include children with SEN.
  • Continued advancement of special needs education in Malaysia will require bifocal perspectives. One focus has an international perspective and requires Malaysians’ awareness of the international body of literature and trends in practice that enables them to take advantage of the knowledge and experience gained by those in other countries. Malaysia may also profit especially from knowledge provided by its Asian neighbours namely Japan, India and China, or other countries that seems to be struggling with many of the same issues.
  • effective special needs education services require awareness of social and educational traditions, social philosophies that manifest in schooling and school culture and ways of resolving conflict that may be unique to one country and the impact these qualities have on general and special needs education services (Peters, 2003).
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OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Sch... - 0 views

www.oecd.org/...50293148.pdf

OECD education equity school equality

shared by izz aty on 27 Nov 14 - No Cached
  • izz aty on 27 Nov 14
     
    OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing. http://dx.doi.org/10.1787/9789264130852-en
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