Inclusive Education at Work: Students with Disabilities in Mainstream Schools

Foreword
Acknowledgements
Table of Contents
Summary
Part I. Segregation, Integration and Inclusion
	Background
	From integration to inclusion
	Conclusions
	Note on terminology
Part 2. The Countries Visited – A Synthesis
	Background
	Legal and policy frameworks
	Prevalence of children with special educational needs (SEN) in the countries visited
		Table 1. Percentages of children recognised as having different levels of special need at the time the country was visited
	Provision
		Table 2. Percentages of students with individual education programmes in different placements
	Assessment
	Trends to inclusion
	Funding and resourcing
	Staffing
		Table 3. Student/teacher and student/adult ratios for students with special needs in primary, lower secondary...
		Table 4. Salaries of classroom assistants, expressed as proportions of teachers’ salaries
	A comparison of costs entailed in integrated and segregated provision
	Accountability and evaluation
	Training
	Out-of-school support services
	Within-school support services
	Between-school support
	Parental and community involvement
	School organisation and management – opportunities for whole school development
	Curriculum development
	Classroom organisation
	Conclusions and policy implications
	Final concluding comments
	Some comments on disadvantages of inclusive education and limitations of the study
Part 3. Country Case Studies
	1. Australia
		Introduction
		A. Country, state and district arrangements
			Table 1.1. Percentages of students with disabilities in 1992, in different types of placement: Australia as a whole...
			Table 1.2. Percentages of New South Wales students with disabilities, in different types of placement, 1988 to 1997
			Table 1.3. Support service staff external to schools, New South Wales, 1997
		B. The schools visited
			Table 1.4. Number of students and teaching staff in the ordinary schools visited
			Table 1.5. Extra staffing for students with special needs in ordinary classes
			Table 1.6. Staffing for students in special classes
			Table 1.7. Professional support, additional to teaching support, in the special school
		Conclusions
	2. Canada
		Introduction
		A. The provincial pattern
		B. Arrangements at district level
			Table 2.1. Extra cost of educating children with special needs in Woodstock
		C. The schools visited
		Conclusions
	3. Denmark
		Introduction
		A. The national pattern
			Table 3.1. Percentage of children requiring extensive special education placed in ordinary classes...
			Table 3.2. Costs per pupil per year across the Danish counties, for pupils receiving extensive special education, 1988
		B. Local arrangements
			Table 3.3 Children requiring extensive special education: provision for the county’s children, compared with that for Denmark
			Table 3.4. Comparison of costs per pupil per annum, of providing various forms of extensive special education, 1988
		C. The folkeskolen visited
			Table 3.5. Number of pupils and teachers in the seven folkeskolen visited
		Conclusions
	4. Germany
		Introduction
		A. The national pattern
		B. Regional arrangements
		C. The establishments visited
		Conclusions
	5. Iceland
		Introduction
		A. National and local arrangements
			Table 5.1. Percentages of Icelandic students receiving different types of special education
			Table 5.2. Percentages of different types of placements of Icelandic students with SEN
			Table 5.3. Percentages of Icelandic students with disabilities in different types of placements
			Table 5.4. Student/teacher ratios, 1995-96
			Table 5.5. Ratios of cost per student with special educational needs to cost per student without special needs, 1996-97
		B. The schools visited
		Conclusions
	6. Italy
		Introduction
		A. The national pattern
			Table 6.1. Ratios of students with disabilities to support teachers, 1993
		B. Local arrangements
			Table 6.2. Percentages of children in state schools certificated as having disabilities, 1993
			Table 6.3. Percentages of children with various types of disability among children receiving segregated special education...
		C. The establishments visited
		Conclusions
	7. United Kingdom
		Introduction
		A. The national pattern
		B. Local arrangements
		C. The school visited
		Conclusions
		Annex: Brief visit to a special school for students with moderate learning difficulties
	8. United States
		Introduction
		A. The state pattern
			Table 8.1. Percentage of school-age individuals with particular disabilities among all school-age individuals...
			Table 8.2. Placements of students with disabilities, Colorado, 1994-95
		B. Local arrangements
		C. The schools visited
		Conclusions
	References
Annex 1: Special Education Teacher Training Survey of 13 Countries
	Table A1.1. Demographics
	Table A1.2. General background and innovations
	Table A1.3. Structure of training – Regular teachers
	Table A1.4. Structure of training – Special education teachers
	Table A1.5. Content of training – Regular teachers and special education teachers
	Table A1.6. Training outcomes and in-service requirements
	Appendix 1.1. CERI/OECD Study on Training Teachers to Work with Children with Disabilities
Annex 2: Training professionals to work in inclusive settings
	Appendix 2.1.Multi-Disciplinary Professional Training Questionnaire for Completion by Member Countries
	SUMMARY SHEET FOR PROGRAMME DETAILS
Annex 3: Inclusive and Special Education: Issues of Cost-Effectiveness
	Box 1. Six stages of cost effectiveness evaluation
	Table A3.1. Services received by sample members over the previous term
	Table A3.2. Service costs (1995- 96 prices) and data sources
	Table A3.3. Total and component costs per term
	Table A3.4. Median reading progress, 1995
	References
	Appendix 3.1. Client Service Receipt Inventory
	Appendix 3.2. Interview Aide Memoire for Schools
	Appendix 3.3. Cost-Related Information for the Integrated School
	Appendix 3.4. Cost-Related Information for the Special School
	Appendix 3.5. Inclusive Education in England: Children’s Progress
	Appendix 3.5A Comparison of Reading Scores on McMillan and SPAR tests
Annex 4: OECD International Study - Active Life for People with Disabilities
List of Tables
	Table 1.  Percentages of children recognised as having different levels of special need at the time the country was visited
	Table 2. Percentages of students with individual education programmes in different placements
	Table 3. Student/teacher and student/adult ratios for students with special needs in primary, lower secondary and special schools based on schools visited
	Table 4. Salaries of classroom assistants, expressed as proportions of teachers’ salaries
	Table 1.1.  Percentages of students with disabilities in 1992, in differen types of placement:
	Table 1.2.  Percentages of New South Wales students with disabilities in diferent types of placement.
	Table 1.3. Support service staff external to schools, New South Wales, 1997
	Table 1.4. Number of students and teaching staff in the ordinary schools visited
	Table 1.5. Extra staffing for students with special needs in ordinary classes
	Table 1.6. Staffing for students in special classes
	Table 1.7. Professional support, additional to teaching support, in the special school
	Table 2.1. Extra cost of educating children with special needs in Woodstock
	Table 3.1.  Percentage of children requiring extensive special education placed in ordinary...
	Table 3.2.  Costs per pupil per year across the Danish counties, for pupils receiving extensive special education
	Table 3.3.  Children requiring extensive special education: provision for the country’s children
	Table 3.4.  Comparison of costs per pupil per annum, of providing various forms of extensive special education
	Table 3.5. Number of pupils and teacheers in the seven folkeskolen visited
	Table 5.1. Percentages of Icelandic students receiving different types of special education
	Table 5.2. Percentages of different types of placements of Icelandic students with SEN
	Table 5.3. Percentages of Icelandic students with disabilities in different types of placements
	Table 5.4. Student/teacher ratios, 1995-96
	Table 5.5.  Ratios of cost per student with special educational needs to cost per student without special need
	Table 6.1. Ratios of students with disabilities to support teachers, 1993
	Table 6.2. Percentages of children in state schools certificated as having disabilities, 1993
	Table 6.3.  Percentages of children with various types of disability among children receiving segregated special education
	Table 8.1.  Percentage of school-age individuals with particular disabilities among all school-age individuals...
	Table 8.2. Placements of students with disabilities, Colorado, 1994-95
	Table A1.1. Demographics
	Table A1.2. General background and innovations
	Table A1.3. Structure of training – Regular teachers
	Table A1.4. Structure of training – Special education teachers
	Table A1.5. Content of training – Regular teachers and special education teachers
	Table A1.6. Training outcomes and in-service requirements
	Table A3.1. Services received by sample members over the previous term
	Table A3.2. Service costs (1995-96 prices) and data sources
	Table A3.3. Total and component costs per term
	Table A3.4. Median reading progress, 1995
List of Box
	Box 1. Six stages of cost effectiveness evaluation