The challenges of making cross-country comparison of statistics on pupils with special educational needs

  1. Weedon, Elisabet 1
  2. Lezcano-Barbero, Fernando 2
  1. 1 University of Edinburgh
    info

    University of Edinburgh

    Edimburgo, Reino Unido

    ROR https://ror.org/01nrxwf90

  2. 2 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
European Journal of Special Needs Education

ISSN: 0885-6257,  1469-591X

Año de publicación: 2020

Páginas: 1-9

Tipo: Artículo

DOI: 10.1080/08856257.2020.1847763 GOOGLE SCHOLAR

Otras publicaciones en: European Journal of Special Needs Education

Referencias bibliográficas

  • 10.1080/08856257.2013.812405
  • 10.2304/rcie.2009.4.3.233
  • Department for Education, (1994), Code of Practice on the Identification and Assessment of Special Educational Needs
  • Department for Education (DfE) . 2018a “Special Educational Needs in England: 2018.” https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/814244/SEN_2019_Text.docx.pdf
  • Department for Education (DfE) . 2018b. “Schools, Pupils and Their Characteristics: January 2018.” https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2018
  • Department for Education and Science (DES), (1978), Special Educational Needs (The Warnock Report)
  • European Agency for Special Needs and Inclusive Education, (2017), European Agency Statistics on Inclusive Education: 2014 Dataset Cross-Country Report
  • European Agency for Special Needs and Inclusive Education, (2018), European Agency Statistics on Inclusive Education: 2016 Dataset Cross-Country Report
  • European Agency for Special Needs and Inclusive Education, (2020), European Agency Statistics on Inclusive Education: 2018 Dataset Cross-Country Report
  • 10.1177/1474904115615357
  • 10.1080/00313831.2016.1258726
  • Jefatura del Estado . 1990. Ley OrgánicaI 1/1990 de 3 octubre. de Ordenación General de Sistema Educativo.Available on: https://www.boe.es/eli/es/lo/1990/10/03/1
  • Ministerio de Educación y Formación Profesional . (2019) “Estadística de las Enseñanzas no universitarias.” https://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas/no-universitaria/profesorado/estadistica/2018-2019-da.html
  • Norwich B., (2016), Frontiers in Education, 1, pp. 1
  • OECD . 2012. “CX3.1 Special Educational Needs.” May. http://www.oecd.org/social/family/50325299.pdf
  • Riddell S., (2016), Special and Educational Needs: A Guide for Inclusive Practice, pp. 11
  • Riddell S., Special and Educational Needs: A Guide for Inclusive Practice
  • Schleicher A., Comparability Issues in International Educational Comparisons
  • Scottish Government . 2018. “Pupils in Scotland, 2018, Supplementary Tables.” https://www2.gov.scot/Topics/Statistics/Browse/School-Education/dspupcensus/dspupcensus18
  • Skolverket . 2018. “Särskilt Stöd I Grundskolan Läsåret 2017/18.” PM Dokumentdatum: 2018-04-27Dnr: 2018:600 1 (9). https://siris.skolverket.se/siris/sitevision_doc.getFile?p_id=548311
  • Skolverket (Swedish National Agency for Education) . 2007. “Kategorisering Av Elever Med Funktionshinder I Skolverkets Arbete (Categorisation of Pupils’ Functional Barriers in the Work of the National Agency).”https://www.skolverket.se/download/18.6bfaca41169863e6a6563d0/1553959599889/pdf1763.pdf
  • Sveriges Riksdag . 2010. Skollag (2010:800) available on: https://riksdagen.se/sv/dokument-lagar/dokument/svensk-forfattningssamling/skollag-2010800_sfs-2010-800
  • UNESCO . 1994. “The Salamanca Statement and Framework for Action on Special Needs Education.” https://unesdoc.unesco.org/ark:/48223/pf0000098427
  • Weedon E., (2019), A Comparison between the Statistics on Students with Additional Needs in Scotland and Castilla Y León