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Students with disabilities, learning difficulties and disadvantages: policies, statistics and indicators: 2007
- Author:
- ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT
- Publisher:
- Organisation for Economic Co-operation and Development
- Publication year:
- 2007
- Pagination:
- 234p., tables
- Place of publication:
- Paris
This book provides an internationally comparable set of indicators on educational provision for students with disabilities, learning difficulties and disadvantages (DDD). It highlights the number of students involved, where they are educated – special schools, special classes or regular classes – and in what phases of education – pre-primary, primary, lower secondary and upper secondary education. It also includes information on the physical provision and on student/teacher ratios and discusses policy implications concerning special education. This new edition also presents for the first time trends in the data for students with DDD from 1999 to 2003. This edition presents new quantitative and qualitative data for the school year 2002-03 in the following OECD countries : Belgium (Flemish and French Communities.), the Czech Republic, Finland, Germany, Greece, Hungary, Japan, Korea, Mexico, the Netherlands, Poland, the Slovak Republic, Spain, Sweden, Switzerland, Turkey, the United Kingdom (England) and the United States and in the non-member economy Chile.
The self-perceptions and interpersonal relationships of persons with significant physical disabilities: a qualitative pilot study
- Authors:
- RILEY Donald, DE ANDA Diane, BLACKALLER Carrie A.
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 6(3), 2007, pp.1-31.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
A review of recent empirical research on variables associated with self-perception in people with disabilities is followed by a qualitative study of 13 disabled students at one US university. Participants were aged between 20 and 50, with six in their thirties. They were interviewed by telephone, the conversations transcribed and the data subjected to conceptual analysis. Extensive quotes are used to illustrate findings from this high achieving sample who attributed their positive self-perceptions and success in life primarily to supportive family relationships. Societal barriers, both practical and attitudinal, were also identified, together with the processes used to sustain a positive self-perception despite them. Women tended to report the influence of significant others in this respect, while males emphasised the effectiveness of their own personality characteristics. All the women reported that their disability hindered them in establishing and maintaining personal relationships, while men tended to attribute these problems to their own characteristics or to practical issues such as the difficulty of engaging in groups when in a wheelchair. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
'Managing' disability: early experiences of university students with disabilities
- Author:
- GOODE Jackie
- Journal article citation:
- Disability and Society, 22(1), January 2007, pp.35-48.
- Publisher:
- Taylor and Francis
Recent UK legislation, operational from December 2006, places a duty on all public authorities, including higher education institutions, to actively promote equality of opportunity for people with disabilities. The university studied here has a number of initiatives in place to develop good practice in this area, but how do students themselves experience that provision? Research about people with disabilities has sometimes alienated them by failing to reflect their own perspectives. This study, explicitly aimed at incorporating students' voices and using interview and video data, offers some insight into students' experiences of the aids and obstacles to an inclusive learning environment at one university.