Beruflich Dokumente
Kultur Dokumente
REVIEW OF
INTERNATIONAL TRENDS IN
THE EDUCATION OF STUDENTS
WITH SPECIAL EDUCATIONAL
NEEDS
FINAL REPORT
July 2010
TABLE OF CONTENTS
Acknowledgements
Executive Summary
15
1.1
15
1.2
Sources of information
16
1.4
A note on nomenclature
16
1.4
17
1.5
Summary
22
24
2.1
Psycho-medical paradigm
24
2.2
Socio-political paradigm
25
2.3
Organisational paradigm
26
2.4
Summary
26
28
3.1
28
3.2
32
3.3
Terminology
33
3.4
Summary
34
36
4.1
36
4.2
46
4.3
Summary
53
55
5.1
Background
55
5.2
Definition of RtI
56
5.3
Components of RtI
57
5.4
59
5.5
60
5.6
Summary
62
65
6.1
65
6.2
Decentralisation/devolution
67
6.3
Parental choice
69
6.4
Accountability
71
6.5
Standards-based reforms
74
6.6
Leadership
75
6.7
Summary
76
79
7.1
80
7.2
Levels of funding
80
7.3
81
7.4
Sources of funding
85
7.5
89
7.6
Summary
90
92
8.1
92
8.2
93
8.3
94
8.4
97
8.5
Summary
98
99
9.1
9.2
102
9.3
106
9.4
Formative assessment
107
9.5
Summary
109
99
111
10.1
111
10.2
112
10.3
113
10.4
118
10.5
A final word
119
10.6
Summary
120
121
11.1
121
11.2
122
11.3
123
11.4
128
11.5
130
11.6
138
11.7
Summary
140
142
12.1
142
12.2
142
12.3
147
12.4
149
4
12.5
Ability grouping
151
12.6
Individual instruction
153
12.7
A final word
154
12.8
Summary
154
156
13.1
156
13.2
Country descriptions
157
13.3
Summary
169
171
14.1
171
14.2
174
14.3
Principles of collaboration
174
14.4
Co-teaching
175
14.5
Paraprofessionals
176
14.6
178
14.7
Educational psychologists
181
14.8
Service integration
185
14.9
Summary
186
188
15.1
188
15.2
190
15.3
191
15.4
193
15.5
193
15.6
195
15.7
Summary
197
199
16.1
Universal design
199
16.2
200
16.3
Summary
204
205
References
207
5
ACKNOWLEDGEMENTS
I should like to acknowledge the helpful suggestions of the following colleagues: John
Everatt, Missy Morton, Kathleen Liberty and John Church.
My thanks, too, to Garry Hornby and Jill Mitchell for reviewing drafts of the report.
6
EXECUTIVE SUMMARY
5.
6.
7
7.
Some countries have adopted an anti-category approach, although none have abandoned them
entirely and some are returning to a limited form of categorisation.
8. In the US, the Presidents Commission on Excellence in Special Education (2002) was very critical
of what it referred to as the proliferation of categories and assessment guidelines that vary in their
implementation, often with little relation to intervention.
9. Several problems with classifications based on disability categories have been identified:
a they mask the role that constraining educational systems may play in creating failure,
b they wrongly suggest homogeneity within various diagnostic categories,
c many SWSEN do not manifest demonstrable disabilities,
d studies show that instruction based on disability categories is of limited utility,
e they require some judgement to be exercised about the relevant cut-off points for special
educational purposes,
f
issues of category boundaries arise through the co-occurrence of various disabilities, and
g disability categories may militate against seeing the student holistically.
10. As well as the diversity of categories outlined above, there are differences in the way the broad field
of provisions are described internationally. There are three main divisions: special education,
inclusive education, and hybrids of the two.
Chapter Four: Disproportionality in Special Education
1. Disproportionality, or disproportionate representation, is generally defined as the representation of
a particular group of students at a rate different than that found in the general population.
2. There is an irony in considering over-representation to be a problem if students are purportedly
gaining the advantage of special education.
3. There is clear international evidence of disproportionality of students from ethnic minority
backgrounds in special education.
4. However, some caveats have been entered regarding the evidential basis of ethnic
disproportionality at least that coming out of the US.
5. The consistent overlap of race and poverty in the US has led some to suggest that race is simply a
proxy for poverty and that ethnic disproportionality in special education is in large measure an
artefact of the effects of poverty. However, the evidence suggests that where poverty makes any
contribution to explaining disproportionality, its effect is primarily to magnify already existing
racial disparities.
6. There is an extensive literature on how schools can prevent underachievement and failure at the
school level, thus obviating the need for special education placement.
7. There is clear international evidence of a gender imbalance in the incidence of disabilities, special
education enrolments and academic achievement.
8. Since the 1960s, the overall male to female ratio in special education has been between 2:1 and 3:1.
9. Some writers portray the gender imbalance as reflecting either or both an over-identification of
males and an under-identification of girls.
10. In addressing the question of the over-representation of males in special education and the corollary
phenomenon of more underachievement among boys, a range of reasons have been advanced. These
include:
a biological factors
b unacceptable behaviour patterns
c peer influences
d learning strategies
e under-identification of girls
f school factors
g ethnicity
h students age
11. Educators should recognize that, in general, boys are biologically at higher risk than girls for
certain disabilities and should accommodate their teaching to take any associated learning
difficulties into account.
12. In the case of students whose special educational needs are more clearly associated with
environmental factors, schools should carefully evaluate their policies and procedures to deal with
these factors.
13. Schools and those responsible for assessing students needs for special support should re-examine
their criteria to ensure that problems that girls may have are not overlooked.
9
3.
According to some writers, neo-liberal market philosophies contain many elements that tend to work
against equity, the valuing of diversity and inclusive education.
4. The shift of focus to outputs in the education system is making unproductive students less welcome in
schools.
5. The implication of these (presumably) unintended consequence is that the state may see itself as having
an obligation to intervene to ensure that such consequences are prevented or ameliorated. It can do
this through legislation or regulation and by close monitoring of schools behaviour.
6. The coexistence of inclusive education provisions and special schools (which is the case in almost
every country) suggests that choices must be exercised as to where SWSEN are placed. In this
process, the relative weight given to the preferences of SWSEN and their parents and those who
administer education systems constitutes a major point of tension.
7. Accountability boils down to the multi-faceted question of who should be held responsible for what,
how they can be evaluated, and with what consequences? Its scope therefore is quite complex.
8. Increasingly, decisions at all of these levels are evidence-driven, or are being expected to be evidencedriven.
9. How to measure the educational performance of SWSEN with validity and reliability is one of the
major contemporary challenges facing educators around the world.
10. Several countries have developed policies requiring SWSEN to have access to general education
accountability systems,
11. One of the educational battle cries in many countries since the 1990s has been for standards-based
reform, with its goal of higher and more rigorous achievement standards for all students, including
those with special educational needs.
12. Leadership should be exercised throughout an education system: by legislators, policy-makers, school
governing bodies, principals and teachers. At the school level, developing a school culture for SWSEN
requires the exercise of leadership, particularly by the principal, but also by others in a school.
Chapter Seven: Funding and Resourcing
1. The means of allocating resources to SWSEN, and the quantum of these resources, has long
exercised policy-makers around the world, and continues to do so.
2. Funding is impinged on and, in turn impinges upon almost every issue explored in this review.
3. Historically, funding arrangements for special education have often been kept administratively
separate from the mechanisms that govern fiscal resources for general education.
4. For the past decade or so, funding models for special education have been under review in many
countries, driven by rising costs, concerns over efficiency and equity in the use of resources, and
concerns about the incentives inherent in funding formulae for contra-indicated practices.
5. There is not a strong body of evidence to show that finance in itself has a direct and major effect on
student learning outcomes.
6. Research has found, however, that particular types of expenditure do have a positive impact on
student learning.
7. Overall, per student education expenditures for those who receive special education services in the
US are 1.91 times greater than expenditures for students who received no special education
services. This is comparable to other estimates.
8. Three funding models can be identified: (a) demand (b) supply, and (c) output. Each one has
advantages and disadvantages, with the consequence that many countries employ mixed funding
models.
9. Another taxonomy of funding models, based on the sources of funding for SWSEN, has five
categories: (a) discretionary funding, (b) categorical funding, (c) voucher-based funding, (d)
census-based funding, and (e) actual-cost funding.
10. Sources of funding for SWSEN vary considerably among countries, with different proportions
coming from national, state and local educational authorities.
11. General principles that should be taken into account in determining the most appropriate funding
model(s) for SWSEN include:
a The starting point should not be with how to fund special education, but rather with how to fund
general education.
b Every funding model has strengths and weaknesses, incentives and disincentives, and positive
and negative outcomes that may affect different students differentially, so a combination of
funding models seems desirable.
c Resources should be allocated in ways that are coherent with, and promote, system policy.
d Arrangements to ensure accountability, including the monitoring of the use of resources and
outcomes for children, should be included.
10
11
3.
4.
5.
6.
7.
All students, including SWSEN, benefit from a common set of strategies, even if they have to be
adapted to take account of varying cognitive, emotional and social capabilities. What is required is
the systematic, explicit and intensive application of a wide range of effective teaching strategies.
To constitute evidence, research studies should meet criteria such as the following: (a) treatment
fidelity, (b) reliable and valid measurement of behavioural outcomes, (c) adequate control of
variables, (d) freedom from contamination, (e) adequate follow-up, (f) replicated in more than a
single study, and (g) cost effectiveness.
Strategies that have a strong evidential base for use with SWSEN (and other students) include (a)
cooperative group teaching, (b) peer tutoring, (c) formative assessment, (d) feedback, (e) cognitive
strategy instruction, and (f) instruction in memory strategies.
A scale for evaluating teachers use of evidence-based teaching strategies is described.
In order to bridge the research-practice gap, it is necessary that teacher education - both preservice and in-service must be upgraded to deliver programmes based on evidence.
12
special schools as having behavioural, emotional and social difficulties and autistic spectrum
disorders.
6. Many countries are developing new roles for special schools by converting them into resource
centres with a range of functions replacing direct, full-time teaching of SWSEN.
7. Despite the lack of evidence for the beneficial effects of non-inclusive placements on learning, many
parents and teachers strongly support a continuum of services, including special schools and units.
8. Research into ability grouping shows that, overall, it has little or no significant impact on student
achievement, although high-achieving students appear to benefit more than low-achieving students,
who suffer from disadvantages in being placed in low ability groups.
9. Paradoxically, individual instruction has a low impact on student achievement, suggesting that the
social context of the classroom is an important contributor to learning.
10. A fitting conclusion would be that the continuation of non-inclusive educational settings should be
based on the extent to which they improve student learning outcomes in ways valued by the students,
parents, and teachers. Data and evidence, not conviction and ideology, should be the key
considerations.
13
integration or wraparound services, all of which are concerned with the delivery of specialised
services in a more coordinated and integrated manner. Such coordination can take place at an
institutional level, at an agency level, or at a government level.
14
13. All educational policies should be examined to ensure that any unintended, undesirable
consequences for SWSEN are identified and ameliorated.
14. Any disproportionality in groups represented in special education, especially ethnic minorities and
males, should be carefully monitored and ameliorated where appropriate.
15. Partnerships with parents of SWSEN should be seen as an essential component of education for
such students.
16. Collaborative approaches involving wraparound service integration for SWSEN should be planned
for and the respective professionals trained for its implementation.
17. The roles of educational psychologists are going beyond the assessment and classification of
SWSEN to incorporate broader pedagogical and systemsrelated activities, not only with such
students,butalsoineducationmoregenerallyandincommunitycontexts.
18. Initial teacher education and ongoing professional development for teachers and other educational
professionals should take account of the recent emphasis on inclusive education.
19. In order to improve the quality of education for SWSEN, leadership must be exercised throughout
the education system, from legislators to school principals.
20. Finally, in order to give expression to the above conclusions, it is vital that a comprehensive
national policy document, along the lines of the UKs Code of Practice, be developed.