SEN

This OECD publication reviews the current state of education policies for children with special education needs and those with disabilities in Kazakhstan, the Kyrgyz Republic, and Tajikistan. It offers an overview of the respective country backgrounds, education systems and relevant legislation, and takes a critical look at access to education for what is considered to be the most vulnerable group of children in the countries reviewed. Particular attention is paid to inclusive education policies, to the processes of identification and assessment, to overall policy co-ordination for the provision of education services, to integration in mainstream education, as well as to good practices and the role of NGOs and the donor community.

Category: 

Legislation, Policy and Financing

Authors:

OECD

Year: 

2009

In line with its work to promote new strategies to reach children and young people with special educational needs within regular education and community-based programmes, UNESCO invited a number of practitioners to share successful experiences, projects, ets. in this domain. The stories reflect initiatives of different groups of practitioners - teachers, parents, specialists, and community people with a clear commitment to making a difference in the education of children and young people with special needs - people who are determined to make things happen. UNESCO's programme on Special Needs Education has put together these stories, hoping that they will be a source of inspiration, and a channel for exchange and networking with all those who want to promote education for all including chose with special educational needs.

Category: 

Legislation, Policy and Financing

Authors:

UNESCO and Partners

Year: 

2005

Main Inclusive Education document; first time that Inclsuive Eduaction is defined and SEN students placed at the center of education reform

Category: 

Legislation, Policy and Financing

Authors:

UNESCO

Year: 

1994

Although the rise of constructivism calls conventional remedial and special education practices into question, it also represents a positive opportunity for progress and renewal in the professions and in society. Emphasizing the constructivist principles of voice, collaboration, and inclusion, the authors identify the influence of constructivism across three interrelated levels of reform: structural reforms in school organization, pedagogical reforms in classrooms, and institutional reforms in human service systems generally relative to the "school - linked services integration" movement. By doing so, the authors argue that, far more than a new special education service delivery model, inclusion is the emerging cultural logic of the 21st century. They conclude the article with a political-economic argument for inclusive education and a discussion of the implications of constructivist reform efforts for the broader possibility of democratic renewal in society.

Category: 

Teachers, Teaching and Pedagogy

Authors:

Skrtic, Sailor & Gee

Year: 

1996

Category: 

Implementation

Authors:

Open Society Institute

Year: 

2009

Models of good practice in providing primary education for children with special educational needs in selected countries in the Asia region.

Category: 

Implementation

Authors:

Lynch, James

Year: 

1994

Organization: 

Council for Exceptional Children

Category: 

Legislation, Policy and Financing

Area of study: 

AdvocacyPolicyReformSEN

Organization: 

State University of New York @ New Paltz

Category: 

Data Collection/Monitoring & Evaluation

Area of study: 

SENM&E

Organization: 

PH Ludwigsburg, University of Education

Category: 

Teachers, Teaching and Pedagogy

Area of study: 

Teacher preparationSEN

Organization: 

University of Minnesota, College of Education and Human Development

Category: 

Implementation

Area of study: 

SENDevelopmentChild friendly schools

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