Cross-National Differences in Special Education Coverage: An Empirical Analysis

Autor/inn/en	Anastasiou, Dimitris; Keller, Clayton E.
Titel	Cross-National Differences in Special Education Coverage: An Empirical Analysis
Quelle	In: Exceptional Children, 80 (2014) 3, S.353-367 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914522421
Schlagwörter	Cross Cultural Studies; Special Education; Structural Equation Models; Role; Socioeconomic Influences; Correlation; Family Income; Statistical Analysis; Access to Education; Adult Literacy; Educational Attainment; Inclusion; Educational Policy; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Special needs education; Sonderpädagogik; Sonderschulwesen; Rollen; Sozioökonomischer Faktor; Korrelation; Familieneinkommen; Statistische Analyse; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsabschluss; Bildungsgut; Inklusion; Politics of education; Bildungspolitik
Abstract	This study investigated the role of educational and socioeconomic factors in explaining differences in national special education coverage. Data were derived from several international and governmental sources, targeting the year 2008 and covering 143 countries. Descriptive statistics revealed huge disparities in access to special education among countries. Using a theoretical model linking socioeconomic and educational variables to differences in how many students receive special education at a national level and structural equation modeling, the authors evaluated the relationships among the variables. The structural equation model showed that gross national income per capita, adult literacy rate, educational variables, and expected years of formal schooling accounted for 77.3% of the variance in special education coverage, and that the contributions of gross national income per capita and adult literacy were unique and significantly important. The implications for special education and inclusion policy and research are discussed. (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01