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Article
Publication date: 1 July 1998

Dawn Male

This paper outlines some of the recent changes in the pattern of provision for pupils with special educational needs (SEN), with particular emphasis on incidence, prevalence and…

Abstract

This paper outlines some of the recent changes in the pattern of provision for pupils with special educational needs (SEN), with particular emphasis on incidence, prevalence and placement. Statistics relating to some specific areas of SEN, including severe learning difficulties (SLD), are not readily available, and so information is derived from a number of sources: national surveys into the pupil population of special and mainstream schools, recent findings from the Centre for Studies on Inclusive Education (CSIE), and statistical information from the Department for Education and Employment (DfEE). A brief historical overview of special educational provision is also provided. Key points which emerge from the summary are the increased inclusion in mainstream schools of pupils with SEN, the concomitant downward trend in the number of pupils being placed in special schools, the apparent trend towards a more multiply‐disabled special school population, and a sharp increase in the number of pupils being excluded from mainstream education. In addition, there are indications that the most severely intellectually disabled are the least likely to be included in mainstream school provision.

Details

Tizard Learning Disability Review, vol. 3 no. 3
Type: Research Article
ISSN: 1359-5474

Book part
Publication date: 18 January 2021

Joanne Banks

Increasingly, countries around the world are reforming their traditional ‘special educational needs’ funding models, many of which contradict the overarching principles of…

Abstract

Increasingly, countries around the world are reforming their traditional ‘special educational needs’ funding models, many of which contradict the overarching principles of inclusive education as set out in the United Nations Convention on the Rights of Persons with a Disability (UNCRPD). There is growing awareness across countries that the way education systems are financed directly shapes the extent to which schools can be inclusive. Spiralling costs have also influenced governments who have begun calling for ‘cost control’ and greater transparency and accountability in how resources are distributed and monies are spent. In Ireland, calls for a more equitable resource model for students with disabilities in mainstream education resulted in the introduction of a new system of funding which removed the need for diagnosis to receive supports. However, since ratification of the UNCRPD in 2018, Ireland's system of special education is being considered for full reform with the possibility of moving to a system of inclusive education and the removal of special schools and classes. This raises the question: can two separate funding streams, one for general education and one for special education ever exist in an inclusive system? Having one funding model for all students, although the logical choice, is the source of much concern among parents and disability advocates, many of whom fear it will lead to children with disabilities ‘falling through the cracks’ and used by government as a mechanism to reduce spending overall.

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Resourcing Inclusive Education
Type: Book
ISBN: 978-1-80043-456-1

Keywords

Book part
Publication date: 16 September 2014

Tim Loreman

This chapter provides an overview of special education in Canada, with specific reference to historical and modern trends and practices. Information regarding demographic trends…

Abstract

This chapter provides an overview of special education in Canada, with specific reference to historical and modern trends and practices. Information regarding demographic trends, legislation and policy, contentious issues, Provincial differences, school and classroom practices, teacher education and professional development, and family involvement are outlined. The chapter concludes with a discussion of the ongoing challenges faced by education jurisdictions in Canada with respect to special education.

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Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 16 September 2014

Shaila Rao, Cristina M. Cardona and Esther Chiner

The focus of special education around the globe may be to provide specialized instruction to meet unique needs of children to help them achieve their full potential. However, each…

Abstract

The focus of special education around the globe may be to provide specialized instruction to meet unique needs of children to help them achieve their full potential. However, each country around the globe may also have its own unique issues, barriers, legal frames, policies, and practices, as well as a history of its origin and evolution of policies and practices that govern special education in that country. This chapter describes how special education in Spain originated and evolved to its current state. It includes the following chapter sections: origins of special education in Spain; legislative acts; prevalence and incidence of various recognized disability areas; an overview of Spain’s education system including special needs education; current assessment and intervention practices; teacher education practices; family involvement considerations; and future challenges to special education.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 20 September 2023

Norimune Kawai

In 2014, Japan ratified the CRPD, which spurred to the development of domestic laws; however, the education section of the Convention does not clarify how to educate children with…

Abstract

In 2014, Japan ratified the CRPD, which spurred to the development of domestic laws; however, the education section of the Convention does not clarify how to educate children with disabilities in inclusive education. Thus, while the global inclusive education goal advocated by UNESCO and other bodies concerns education for all, inclusive education in Japan is seen as education for children with disabilities, and the philosophies and practices are very different. Therefore, this chapter introduces the policies and current practices of inclusive education in Japan and discusses the possibilities for school education reform from the perspective of real inclusive education.

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Progress Toward Agenda 2030
Type: Book
ISBN: 978-1-80455-508-8

Keywords

Book part
Publication date: 16 September 2014

Girma Berhanu

This chapter provides a comprehensive presentation and discussion of special education in Sweden. The presentation and discussion are tied deeply to the country’s general…

Abstract

This chapter provides a comprehensive presentation and discussion of special education in Sweden. The presentation and discussion are tied deeply to the country’s general education system which incorporates social and political aspects as well as beliefs in equity for all.

The municipalities in Sweden have a large degree of independence as such special education can be organized in different ways. Yet, within each municipality’s educational structure is the common theme that students are different therefore teaching cannot be the same for everyone. The following chapter sections provide the reader with a better understanding of Sweden’s general special education system today: legislative acts that ensure equal access to education; the special education context; the history of special education and service in Sweden; the expansion of special education starting in the 1960s and early 1970s; current prevalence data; a clarification of differentiation, inclusion and categorization; teacher preparation advances; problems in schools and student’s difficulties; a description of inclusive education; and current challenges to inclusive education.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 20 September 2023

Garry Hornby

This chapter considers the current status of inclusive education in New Zealand in relation to the UN's Agenda 2030 initiative and Sustainable Development Goal 4 (SDG 4). It…

Abstract

This chapter considers the current status of inclusive education in New Zealand in relation to the UN's Agenda 2030 initiative and Sustainable Development Goal 4 (SDG 4). It outlines the history of the development of special education and inclusive education in New Zealand and provides a critique of policies and practices regarding education for children with special educational needs and disabilities (SEND). Policies on inclusion are considered in relation to those in other developed countries, and recommendations are made for future policy and practice for the education of children with SEND.

Details

Progress Toward Agenda 2030
Type: Book
ISBN: 978-1-80455-508-8

Keywords

Book part
Publication date: 16 September 2014

Gretar L. Marinósson and Dóra S. Bjarnason

The purpose of the chapter is to give an overview of special education in Iceland, historically and with reference to modern use of terms, research, policy, legal trends and…

Abstract

The purpose of the chapter is to give an overview of special education in Iceland, historically and with reference to modern use of terms, research, policy, legal trends and funding. Recent data is provided on demographic developments amongst children in Iceland and detailed account is given of practices in schools, including collaboration with parents and teacher education. Finally some issues and challenges are discussed that still remain to be solved with respect to meeting the special needs of students in school. One of the findings is that only 1.3% of students attend special schools and special classes and that the term special education has outlived its usefulness except perhaps in the context of the three segregated special schools that still remain in the country. Official papers have replaced it with the term special support. Despite a diversity of views and practices the main implication is that a new model of education is required, in line with that proposed by Slee where the needs of individuals are served in all schools and the binary thinking related to regular versus special education is no longer necessary.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 16 September 2014

Sigamoney Naicker

The chapter on special education in South Africa initiates with a very comprehensive historical account of the origins of special education making reference to the inequalities…

Abstract

The chapter on special education in South Africa initiates with a very comprehensive historical account of the origins of special education making reference to the inequalities linked to its colonial and racist past to a democratic society. This intriguing section ends with the most recent development in the new democracy form special needs education to inclusive education. Next, the chapter provides prevalence and incidence data followed by trends in legislation and litigation. Following these sections, detailed educational interventions are discussed in terms of policies, standards and research as well as working with families. Then information is provided on regular and special education teacher roles, expectations and training. Lastly, the chapter comprehensively discusses South Africa’s special education progress and challenges related to budgetary support, staff turnover, and a lack of prioritizing over the number of pressing education goals in the country’s provinces.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 4 February 2015

Kyungsook Kang and Young Hyuk Hong

This chapter describes the status of past and current special education, inclusive education, and Low-Incidence Disabilities (LID) in South Korea by introducing historical…

Abstract

This chapter describes the status of past and current special education, inclusive education, and Low-Incidence Disabilities (LID) in South Korea by introducing historical background, legal development, and current trend. Four main areas related to special education in South Korea are highlighted: the historical background and legal development of special education; current laws relating to special education; inclusive education and LID; and the future of LID support in South Korea. This chapter will provide valuable information for those who want to become more knowledgeable about the current status of special education and inclusive education for learners with LID in South Korea.

Details

Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

Keywords

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