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The challenges of making cross-country comparison of statistics on pupils with special educational needs
European Journal of Special Needs Education ( IF 1.930 ) Pub Date : 2020-11-24 , DOI: 10.1080/08856257.2020.1847763
Elisabet Weedon 1 , Fernando Lezcano-Barbero 2
Affiliation  

ABSTRACT

Cross-country comparisons in education using statistics have become increasingly common; however, they are not without difficulties. This paper explores comparative data published by the Educational Agency for Special Needs and Inclusive Education (EASIE) focusing on the indicator showing the percentage of pupils with Special Educational Needs (SEN) in mainstream, inclusive education. It questions the extent to which the data presented in this indicator fully reflects the incidence rate of SEN in mainstream education in all countries by examining SEN data publicly available in four European jurisdictions: England, Spain, Scotland and Sweden. It cautions against making direct comparison between SEN data for these countries on the basis of the indicator. It also suggests that such data need to be considered in the context of more qualitative information on individual countries.



中文翻译:

对有特殊教育需要的学生进行跨国比较的挑战

摘要

使用统计数据进行跨国教育比较变得越来越普遍;然而,他们并非没有困难。本文探讨了特殊需要和包容性教育教育机构 (EASIE) 发布的比较数据,重点是显示在主流包容性教育中具有特殊教育需要 (SEN) 的学生百分比的指标。它通过检查在四个欧洲司法管辖区(英格兰、西班牙、苏格兰和瑞典)公开提供的 SEN 数据,质疑该指标中提供的数据在多大程度上充分反映了所有国家主流教育中 SEN 的发生率。它告诫不要根据指标对这些国家的 SEN 数据进行直接比较。

更新日期:2020-11-24
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