a report published by OECD in February 2012
Summary
Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. In addition, students from disadvantaged socio-economic backgrounds are twice as likely to be low performers. Lack of fairness and inclusion can lead to school failure and this means that one in every five young adults on average drop out before completing upper secondary education.
Reducing school failure pays off for both society and individuals. The highest performing education systems across OECD countries combine quality with equity. This report presents policy recommendations for education systems to help all children succeed in their schooling.
Further details, and links to print and E-book formats, are here
Print: £36 ISBN: 9-789-26413-084-5
PDF: £25 ISBN: 9-789-26413-085-2
Showing posts with label students_with_disabilities. Show all posts
Showing posts with label students_with_disabilities. Show all posts
Monday, 26 March 2012
Thursday, 22 December 2011
Students with disabilities and other special needs in the process of higher education: inclusion issues
an article by Violeta Vida?ek-Hainš, Valentina Kirini? and Andreja Kova?i? published in International Journal of Knowledge and Learning Volume 7 Number 1/2 (2011)
[with apologies to the authors for the mangling of their names - this was all that I could find online]
Abstract
Nowadays, there is an increasing number of persons with disabilities eager to pursue their education in higher education institutions as well as of students with some specific learning difficulties like dyslexia, dysgraphia, dyscalculia, etc. A lot of institutional resources at different levels enable the inclusion of persons with disabilities and learning difficulties into higher education.
This primarily refers to organisational resources and professional staff resources, including services and student counselling within universities or particular faculties, educational assistants, current legislation (development strategies), financial support, environmental support, ICT support and others.
This paper presents initial experiences in organising a supportive/effective academic environment for students with disabilities by means of contemporary information and communications technology. Although the described experiences have arisen from the early stage of establishing an effective learning environment for students with disabilities, they can be valuable in future implementation of such an environment.
[with apologies to the authors for the mangling of their names - this was all that I could find online]
Abstract
Nowadays, there is an increasing number of persons with disabilities eager to pursue their education in higher education institutions as well as of students with some specific learning difficulties like dyslexia, dysgraphia, dyscalculia, etc. A lot of institutional resources at different levels enable the inclusion of persons with disabilities and learning difficulties into higher education.
This primarily refers to organisational resources and professional staff resources, including services and student counselling within universities or particular faculties, educational assistants, current legislation (development strategies), financial support, environmental support, ICT support and others.
This paper presents initial experiences in organising a supportive/effective academic environment for students with disabilities by means of contemporary information and communications technology. Although the described experiences have arisen from the early stage of establishing an effective learning environment for students with disabilities, they can be valuable in future implementation of such an environment.
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