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Children with disabilities --- Inclusive education --- Special education --- Education --- Planning

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Classroom management --- Mainstreaming in education --- Problem children --- Special education --- Education

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Au regard de l'éducation spéciale ou spécialisée, le champ éducatif français est en difficulté. Pas seulement en raison des publics concernés, tous ces enfants désignés comme inadaptés ou handicapés dont le nombre irait croissant. Mais plutôt, si l'on suit les auteurs de cet ouvrage, par suite de la pluralité des interventions, de la multiplicité des spécialistes et, de manière générale, de la segmentation et du cloisonnement des instances éducatives. D'aucuns en viendraient même à douter de la cohérence de l'action publique en ce domaine .... Pour tenter d'avancer, il a semblé indispensable de procéder à une relecture des travaux historiques connus puis d'examiner certaines expériences significatives, tant en France qu'à l'étranger, dans des pays comparables. Toutes ces expériences portent les espoirs d'une éducation beaucoup plus "inclusive", ce terme d'origine anglaise pouvant ici aider à mieux comprendre et désigner l'acceptation de la différence comme telle. L'ouvrage a été composé à partir d'un colloque organisé dans le cadre de la Troisième Biennale de l'éducation et de la formation en 1998, sous le titre de : "L'éducation scolaire contre l'éducation spécialisée ?"

Special education --- Mainstreaming in education --- Education spéciale --- Intégration scolaire

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This book provides a full account of a totally new approach to making international comparisons in the field of special needs education. It makes comparisons of students with disabilities, learning or behaviour difficulties and disadvantages on the basis of the additional resources made available to them to access the curriculum, which in some countries covers some 35% of school-age students. To improve the quality of the comparisons made countries re-classified their own classification schemes and data into a new tri-partite cross-national classification system:-Category A covers those students whose disabilities have clear biological causes.-Category B covers those students who are experiencing learning and behaviour difficulties for no particular reason. -Category C covers those students who have difficulties arising from disadvantages.Among the many analyses provided, the book highlights the numbers of students involved, where they are educated (special schools, special classes and regular schools), and a breakdown by gender. Data has been provided by 23 countries: Austria, Belgium (Flemish Community), Canada (New Brunswick), the Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, New Zealand, Portugal, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States.

Learning disabled children -- Education. --- Special education - Statistics. --- Special education. --- Children with disabilities --- Education --- Children with special educational needs --- Children with special health care needs --- Children with special needs --- Handicapped children --- Physically handicapped children --- Special needs children --- Exceptional children --- People with disabilities

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This book celebrates good practice in the area of early years and special needs by bringing together authors who are either practitioners or researchers, from a range of different and diverse early years settings including nurseries and units providing special provision. They describe their work with young children who have different and distinctive special needs and disabilities.

Children with disabilities --- Special education --- Children with special educational needs --- Children with special health care needs --- Children with special needs --- Handicapped children --- Physically handicapped children --- Special needs children --- Exceptional children --- People with disabilities --- Education (Preschool)