Exploring Provision for Children Identified with Special Educational Needs: An International Review of Policy and Practice

Autor/inn/en	Rix, Jonathan; Sheehy, Kieron; Fletcher-Campbell, Felicity; Crisp, Martin; Harper, Amanda
Titel	Exploring Provision for Children Identified with Special Educational Needs: An International Review of Policy and Practice
Quelle	In: European Journal of Special Needs Education, 28 (2013) 4, S.375-391 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2013.812403
Schlagwörter	Special Education; Foreign Countries; Educational Theories; Literature Reviews; Student Needs; Governance; Student Placement; Interviews; Curriculum; Student Evaluation; Financial Support; Scaling; Student Rights; Access to Education; Identification; Class Size; Attitudes; Special Needs Students; Educational Practices; Educational Policy; Grounded Theory; Australia; Cambodia; Canada; Cyprus; Ireland; Italy; Japan; Kenya; Lithuania; Norway; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Educational theory; Theory of education; Bildungstheorie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schülerpraktikum; Interviewing; Interviewtechnik; Curricula; Lehrplan; Rahmenplan; Schulnote; Studentische Bewertung; Finanzielle Förderung; Scale construction; Skalenkonstruktion; Access; Zugang; Bildungszugang; Identifikation; Identifizierung; Klassengröße; Attitude; Einstellung; Verhalten; Sonderpädagogischer Förderbedarf; Bildungspraxis; Politics of education; Australien; Kambodscha; Kanada; Zypern; Irland; Italien; Kenia; Litauen; Norwegen
Abstract	This project aimed to create a descriptive map of international research which explores the notion of the continuum of educational provision for children with special educational needs. It also aimed to determine and examine the nature of how the continuum of provision is conceptualised, operationalised and enacted in a sample of selected countries. Commissioned by the National Council for Special Education, it also identified implications for the development of provision within the Irish context. The research involved a systematic identification and thematic review of theory, identifying and examining literature associated with the conceptualisation of the continuum; it examined the policy and provision across 55 administrations as publically reported, primarily to international agencies; it carried out more detailed examination of policy and practice in 10 countries using a survey and vignette study; and it involved a series of interviews with a range of individuals in a range of settings in four countries with differing approaches to supporting children with special educational needs. This paper outlines the overall findings of the research. It focuses in particular upon the need to change how we think about provision associated with continua, recognising the lack of international coherence in approaches to support for pupils with special educational needs. It identifies in particular the opportunities presented by a reconceptualisation of the class and the management of class resources, and the role key personnel can play in creating links between diverse services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10