Targeting Resources to Students with Special Educational Needs: National Differences in Policy and Practice

Abstract

Multiple policy strategies exist to promote equity and inclusion in education and training systems. Across countries, the provision of additional resources to students with special educational needs is a common strategy; previous research indicates that providing extra resources to students with special educational needs can help those students make progress in schools. The purpose of this article is threefold: first, it will discuss the Organisation for Economic Cooperation and Development (OECD) tripartite categorisation system for describing how different countries serve and differentiate between students with diverse special needs. The authors rely upon the OECD's work in an attempt to characterise the international special needs student population and to synthesise some of the progress that has been made toward understanding what education for students with disabilities, learning difficulties, and disadvantages looks like. Next, the article presents new lenses for viewing policies that target additional resources to disadvantaged youth. The authors intend for the lenses proposed to facilitate more fruitful international comparisons. Finally, the article will discuss the challenges inherent to making such comparisons and will conclude with suggestions for addressing those challenges.

Inclusivity in the Classroom and International Achievement in Mathematics and Science: An Exploratory Study

“…Our finding was not an anomaly, as previous research has noted issues with inclusivity in the classroom in the Netherlands. Specifically, Deluca and Stillings (2008) documented the low percentage of students with special needs educated in regular or general education classrooms in the Netherlands. In addition to the Netherlands, other nations fluctuated in their rankings and received support in the literature, but we should note that some nations did not experience any change in ranking, and an explanation still remains to be discerned.…”

“…Peters and Oliver (2009) provide a careful analysis of some of these national policy issues affecting national and international assessments, from a philosophical standpoint without an empirical or data-driven analysis. Conversely, Deluca and Stillings (2008) discussed the allocation of resources to students with special needs without discussion of its impact on international assessments. In reviewing extant research, it appears that there is a need for a study to quantitatively examine the relationship between inclusivity in the classroom and international assessment with respect to national policies.…”