All countries need to track the implementation of their educational policies and legislation. The justifications and pressures for mapping such developments are very clear at the international level, as can be seen in the 2006 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) call for data collection and monitoring at State level. They are also apparent at the European level, as outlined in the European Council priorities and targets outlined in the education and training ET 2020 strategy. This chapter will focus on the current situation in European Union member countries. It will attempt to identify the issues that must be addressed by systems of data collection at international and national levels in order to monitor learners’ rights to inclusive education.
Watkins, A., Ebersold, S. and Lénárt, A. (2014), "Data Collection to Inform International Policy Issues on Inclusive Education", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 53-74. https://doi.org/10.1108/S1479-363620140000003019
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