Definition

Definition
Social
Social exclusion
exclusion may
may be
be defined
defined as
as
loss
loss of
of access
access to
to the
the most
most
important
important life
life chances
chances that
that aa
modern
modern society
society offers,
offers, where
where those
those
chances
chances connect
connect individuals
individuals to
to the
the
mainstream
mainstream of
of life
life in
in that
that society
society

four
four key
key insights
insights ifif education
education is
is
to
to play
play its
its part
part in
in reducing
reducing social
social
exclusion,
exclusion,

an
an understanding
understanding of
of the
the range
range and
and diversity
diversity
of
of human
human intelligence
intelligence
the
the importance
importance of
of emotional
emotional health
health as
as the
the
foundation
foundation of
of personal
personal achievement
achievement
the
the potential
potential connections
connections between
between education
education
and
and other
other public
public and
and social
social services
services
the
the place
place of
of formal
formal education
education in
in wider
wider
communities
communities of
of human
human learning
learning and
and
interaction.
interaction. Bentley
Bentley 1997
1997

HOW
HOW BEST
BEST TO
TO RAISE
RAISE STANDARDS
STANDARDS
Black
Black and
and Wiliam
Wiliam TES
TES 6/2/98
6/2/98

What
What works
works

regular
regular classroom
classroom testing
testing and
and the
the use
use of
of results
results to
to adjust
adjust
teaching
teaching and
and learning
learning rather
rather than
than for
for competitive
competitive
grading.
grading.
enhanced
enhanced feedback
feedback between
between the
the teacher
teacher and
and the
the taught
taught
which
which may
may be
be oral
oral or
or in
in the
the form
form of
of written
written comments
comments on
on
work;
work;
the
the active
active involvement
involvement of
of all
all pupils;
pupils;
careful
careful attention
attention to
to the
the motivation
motivation and
and self-esteem
self-esteem of
of
pupils,
pupils, encouraging
encouraging them
them to
to believe
believe that
that they
they can
can learn
learn
what
what is
is being
being taught;
taught;
time
time allowed
allowed for
for self-assessment
self-assessment by
by pupils,
pupils, discussion
discussion in
in
groups
groups and
and dialogue
dialogue between
between teacher
teacher and
and pupils.
pupils.

HOW
HOW BEST
BEST TO
TO RAISE
RAISE STANDARDS
STANDARDS
Black
Black and
and Wiliam
Wiliam TES
TES 6/2/98
6/2/98

What
What doesnt
doesnt work
work

tests
tests which
which encourage
encourage rote
rote and
and superficial
superficial learning
learning even
even
when
when teachers
teachers claim
claim they
they wish
wish to
to develop
develop understanding;
understanding;
failure
failure by
by teachers
teachers to
to discuss
discuss and
and review
review testing
testing methods
methods
between
between themselves;
themselves;
over-emphasis
over-emphasis on
on the
the giving
giving of
of marks
marks and
and grades
grades at
at the
the
expense
expense of
of useful
useful advice
advice to
to learners;
learners;
approaches
approaches which
which compare
compare pupils
pupils in
in aa way
way which
which
persuades
persuades them
them that
that the
the purpose
purpose is
is competition
competition rather
rather
than
than personal
personal improvement,
improvement, and
and which
which demotivate
demotivate some
some
pupils;
pupils;
feedback,
feedback, testing
testing and
and record
record keeping
keeping which
which serves
serves aa
managerial
managerial function
function rather
rather than
than aa learning
learning one.
one.

OECD Statistics and Indicators

Considerable differences among countries
terminology
in the numbers of students apparently
experiencing disabling conditions
location of their education.

OECD Statistics and Indicators

Category A normative agreement concerning the nature of the
special need - such as blind and partially sighted, deaf and partially
hearing.
Category B difficulties in learning which do not appear to be
directly or primarily attributable to factors which would lead to
categorisation as either A or C.
Category C, arise mainly from socio-economic and/or linguistic
factors i.e.. where some sort of disadvantage is perceived to be
present.
The data for Category A was relatively good while those from B
and C relatively poor

3.1

Number of students in cross-national Category A as a percentage of all students in primary

and lower secondary education

9
8
7
6
5
4
3
2
1
0

GRC NZL
AUT DEU NLD FRA IRL* PRT USA
*
*

Percentage 0.37

0.9

1.33 1.45 1.77 2.53 2.57 3.01 5.52

*Public institutions only

France and the United States: estimated figures
Turkey: data refer only to compulsory school period
((ISCED 1)

3.2 Number of students in cross-national Category B as a percentage of all students in

primary and lower secondary education

14
12
10
8
6
4
2
0
Percentage

ESP

GRC

NZL*

AUT

FRA

DEU

NLD

CHE

IRL*

USA

FIN

0.74

0.86

1.05

2.01

2.14

2.86

3.49

3.76

6.68

8.43

13.26

*Public institutions only

France and the United States:estimated figures

3.3 Proportion of students in cross-national Category B by location

100%
80%
60%
40%
20%
0%
Special schools
Special classes
Regular classes

ESP

TUR

IRL*

USA

FIN

NLD

FRA

0
0
100

0
0
100

1.3
0
98.7

3.5
19.8
76.7

9.1
5.8
85

58
4.2
0

69.5
30.5
0

3.4 Number of students in cross-national Category C as a percentage of all students in

primary and lower secondary education

30
25
20
15
10
5
0

CHE

ESP

FIN

IRL*

HUN

FRA

USA

NLD

percentage 0.42

0.73

1.7

10.48

11.08

13.4

21.4

28.27

*Public institutions only

France: estimated figures.
Switzerland:this figutre is considerably underestimated

OECD Statistics and Indicators

Category C it would appear that some countries
are more generous in their provision for
disadvantage, again this conclusion requires
further work since countries also vary both in the
levels of educational funding and in the sources of
funding, e.g.. from different ministries.

4.1 Number of students in cross-national Category C as a percentage of all students in

primary and lower secondary education

30
25
20
15
10
5
0

Percentage

CHE

ESP

FIN

IRL*

HUN

USA

NLD

0.42

0.73

1.7

10.48

11.08

21.4

28.27

*Public institutions only

France:estimated figures
Switzerland:this figure is considerably underestimated

OECD Statistics and Indicators

consistent appearance of a
gender effect.
approximate 60:40 ratio
appeared of males to females in
special education systems..

OECD Statistics and Indicators

students/staff ratios reveal
substantial variations among
countries
financial implications of these
large differences.
may be training implications.

7.1 Student/teacher ratios in special schools

12
10
8

All years
Primary
Lower secondary

6
4
2
0
ITA

ESP

HUN

FIN

TUR DEU CZE IRL*

All years

2.27

3.27

4.24

4.54

5.83

5.92

6.96

6.9

Primary

2.44

3.27

5.83

6.96

6.9

6.49

5.49

Lower secondary 1.51

*Public institutions only

Belgium (Flemish Community): includes upper secondary students (ISED3)

Old analysis of Integration

Social
Locational
Functional

Modernisation and decentralisation

Standards + Effectiveness
versus

Inclusion

Quality
Defined by cost
Defined by experts
Defined in dialogue

Equity
Equality -- Sameness
Diversity--Difference

Celebrations and Challenges 6

Impairment interventions.
Activity limitation
interventions.
Participation restriction
interventions.

Participation in what?
Education for the knowledge society
flexibility,
creativity,
problem-solving ability,
technological literacy,
information-finding skills,
a lifelong readiness to learn. .

Celebrations and Challenges 8

Learning occurs through engaged
participation in the activities of
knowledge communities
Teaching involves informed
interpretations of and responses to
students orientations to knowledge.

Celebrations and Challenges 9

primary function shifts from learning to the
construction of collective knowledge
"problem-based learning" and "project-based
learning"
distinction between knowledge content residing in
people's minds and knowledge as resource or
knowledge as product,
The job of a school class that takes a knowledge
building approach is to construct an understanding
of the world as they know it.

Celebrations and Challenges 3

Each childs resources and strengths must be the
deciding factors in establishing an educational
programme. (rather than look for weaknesses) we
would do better to look for strengths and recognise
that these will be different for different children.
Differences offer hope because they provide the
possibility of alternative routes for development,
educational and personal fulfilment. We would
rejoice in them and capitalise on them. They are
after all, the very stuff of life. Connolly, (1993)