By Lani Florian, Margaret J. McLaughlin
This edited quantity examines present incapacity class platforms, the dilemmas educators face in categorizing scholars with specified wishes, and replacement ideas in response to contemporary demanding situations and developments.
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Extra resources for Disability Classification in Education: Issues and Perspectives
Additionally, the information collected is not embedded in a specific education system. It is assumed that information on special educational resources and the organization of services is not relevant because such services are not available to a substantial proportion of the population in developing countries. The household questionnaire administered as part of the MICS includes questions on participation at different levels of schooling. Nevertheless, it can be assumed that bias in responding and the high rate of “disabilities” identified will make it difficult to make any reliable statements on the quality of education for children with disabilities.
Finally, much more cooperative research will be an indispensable factor in better understanding these complex interactions associated with special needs, to develop new internationally agreed-upon indicators that are able to link educational practice, different organizational arrangements, and policy frameworks to student participation in education systems and academic as well as nonacademic outcomes. qxd 3/4/2008 5:53 PM Page 29 Cross-National Comparisons NOTE The preparation of this paper was supported by EC-Contract Number SP24CT-2004–513708 (MHADIE)–thematic priority SSP.
They culminate in an idea that is meaningful to a society in a given epoch. This can be illustrated by the fate of many categories that originated as scientific terms and subsequently assumed derogatory connotations. qxd 3/4/2008 5:53 PM Page 13 Cross-National Comparisons to distinguish different levels of mental retardation (Karnosh & Gage, 1944). Luckasson et al. (2002) offer an excellent account of the history of the classification of this category. , teachers, teaching quality). This “didactic triangle,” which can be traced to the seventeenth-century writings of Comenius (1896/ 1967), suggests complex relationships between content, learner, and informer that are represented in three key processes, namely, presentation (informer presents content), interaction (informer interacts with learner), and experience (learner makes experiences with content).