Title: Special needs education in Europe. Provision in post Primary Education
Type of the resource: OTHER
Funded by: European Commission’s Erasmus + Programme
Authors:
Type of disability: ALL TYPES
Target education level: Secondary education
Higher education
Language(s): English
Greek
IPR:
OER:
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This report covers three priority areas within the field of special needs education:
• Inclusive Education and Classroom Practice in Secondary Education;
• Access to and within Higher Education for Students with Special Educational Needs;
• Transition from School to Employment
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Chapter 1: Inclusive Education and Classroom Practice in Secondary Education.
Chapter 2: Access to and withing Higher Education for student with special educational needs
Chapter 3: Transition from School to Employment
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The need for the project: \
Various reports suggest that inclusion generally develops well in the primary education phase, but in the secondary phase serious problems emerge.
The way secondary education is organised in many countries results in some serious challenges for students with SEN.
Also, students with disabilities do not appear to be equally represented in HE and this raises a number of issues related to barriers and supporting factors for their access to and successful participation within higher education studies.
Transition from school to employment is also an important issue for all young people and even more for those with special educational needs.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Information has been collected through the provision of national reports relating to topic, prepared by the Agency members via questionnaires and, in some cases, analysis of practical examples and expert exchanges. The document has been prepared and edited by the Agency, with contributions from Eurydice National Units.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Identify key strategies and best approaches for supporting inclusive education in Secondary and Higher Education. Also to provide recommendations for policy makers and practitioners, on how to improve the development and implementation of the process of transition from school to Employment for students with special needs.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Chapter 1: Inclusive Education and Classroom Practice in Secondary Education.
This chapter identifies some of the strategies schools have taken to overcome this problem and describes various approaches to inclusive education.
Chapter 2: Access to and withing Higher Education for student with special educational needs
The aim is to draw up an overview of the types of support structures for students with SEN available within countries that enable them to participate in HE study
Chapter 3: Transition from School to Employment.
The chapter summarizes eight main issues and difficulties identified whilst reviewing the transition-related literature. Six key aspects that emerged from the Agency analysis are presented with a list of recommendations addressed to policy makers and practitioners, aiming to provide guidance on how to improve the development and implementation of the process of transition
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Equipment: PC and Internet access
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://www.european-agency.org/sites/default/files/special-needs-education-in-europe-volume-2-provision-in-post-primary-education_Thematic-EN.pdf
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