Special needs education in Europe. Thematic publication.

Sonst. Personen	Meijer, Cor (Hrsg.)
Institution	Eurydice. Unite Europeenne
Titel	Special needs education in Europe. Thematic publication.
Quelle	Middelfart u.a.: European Agency (2003), 63 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; Monographie
ISBN	87-90591-77-1
Schlagwörter	Pädagogik; Neue Technologien; Belgien; Bildungspolitik; Dänemark; Deutschland; Effizienz; England; Finanzierung; Finnland; Frankreich; Griechenland; Großbritannien; Integration; Irland; Island; Italien; Kleinkind; Lehrer; Lehrerfortbildung; Liechtenstein; Luxemburg; Niederlande; Norwegen; Österreich; Pädagogik; Polen; Portugal; Schweiz; Sonderschule; Spanien; Vorschulerziehung; Wales; Litauen; Schweden; Sonderpädagogik; Zypern; Bildungspolitik; Behinderung; Bildungseinrichtung; Definition; Familienbeihilfe; Förderung; Sonderpädagoge; Frühbeginn; Familienbeihilfe; Förderung; Kleinkind; Frühbeginn; Vorschulerziehung; Lehrer; Lehrerausbildung; Lehrerfortbildung; Finanzierung; Behinderung; Sonderpädagogik; Sonderschule; Sonderpädagoge; Definition; Effizienz; Integration; Rechenschaftslegung; Bildungseinrichtung; Belgien; Deutschland; Dänemark; England; Finnland; Frankreich; Griechenland; Großbritannien; Irland; Island; Italien; Liechtenstein; Litauen; Luxemburg; Niederlande; Norwegen; Polen; Portugal; Schweden; Schweiz; Spanien; Tschechische Republik; Wales; Zypern; Österreich
Abstract	This publication provides a summary of the relevant information, collected by the European Agency National Working Partners on five priority areas. Chapter 1 deals with "Special needs education in Europe, inclusive policies and practices". It presents a global characterisation of policies and practices in the different countries; definitions of special needs/disability used by the countries; the types of provision for pupils with special needs; characteristics and roles of special schools; additional topics on special provision and inclusion, and common trends in Europe. Chapter 2 provides an overview on "Funding of special needs education". It covers existing funding models in different countries; systems of funding; efficiency, effectiveness, strategic behaviour and accountability related to the different funding systems. Chapter 3 deals with "Teachers and special needs education" and covers inclusion and teacher support provided to class teachers; initial teacher training in special needs education and supplementary training in special needs education. Chapter 4 deals with "Information and communication technology (ICT) in special needs education". It looks at ICT and special needs education policies in the different countries; specialist ICT support within the framework of special needs education; ICT in special needs education training and issues relating to the application of ICT in special needs education. Chapter 5 deals with "Early intervention" and looks at provision available for young children and transition to pre-primary education; characteristics of early intervention teams and financial support provided to families. An overview of key issues arising from information on these five areas can be found in "Final comments" at the end of the document. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)