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- Beach, Dennis, 1956, et al.
(författare)
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Equity and education in cold climates: An introduction
- 2016
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Ingår i: D. Beach and A. Dyson (Eds), Equity and education in cold climates, London: Tufnell Press. - London : Tufnell Press. - 1872767249 ; , s. 1-13
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Bokkapitel (refereegranskat)abstract
- The introduction sets the framework of the book 'Equity and Education in Cold Climates. It focuses critically on a number of themes in relation to social inclusion and equity and the book chapters. These are largely based on qualitative empirical and policy research.
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- Beach, Dennis, 1956, et al.
(författare)
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Equity and education in England and Sweden, tentative conclusions
- 2016
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Ingår i: D. Beach and A. Dyson (Eds), Equity and education in cold climates, London: Tufnell Press. - London : Tufnell Press. - 1872767249 ; , s. 209-223
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Bokkapitel (refereegranskat)abstract
- This chapter attempts to make tentative conclusions from the chapter contributions in the book on Equity and Education in cold climates. It addresses policies, practices and outcomes related to education equity in Sweden and England and the apparent inability of education reforms to deal with inequalities in the these countries.
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- Beach, Dennis, et al.
(författare)
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Introduction
- 2016
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Ingår i: <em>Equity and education in cold climates</em>. - London : Tufnell Press. - 1872767249
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Bokkapitel (refereegranskat)
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- Beach, Dennis, 1956-, et al.
(författare)
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Tentative conclusions
- 2016
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Ingår i: <em>Equity and education in cold climates</em>. - London : Tufnell Press. - 1872767249
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Bokkapitel (refereegranskat)
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- Berhanu, Girma, 1963, et al.
(författare)
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Disproportionality in Special Education in Europe
- 2013
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Ingår i: American Educational Research Association. - 0163-9676 .- 0163-9676. ; AERA 13:April 27-May 1, 2013, San Francisco, California
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Konferensbidrag (refereegranskat)abstract
- Comparative studies of disproportionality are rare both in the US and in Europe. Without cross-system comparisons, researchers are in danger of attributing disproportionality to the features of particular special education systems. The comparative analysis here suggests that disproportionality can occur in many different education systems, almost regardless of how special education and identification for special education are organized. Likewise, without comparative analysis, researchers may also seek an explanation for disproportionality in the most obvious inequities in their education systems and societies. The analysis here suggests that disproportionality can occur in societies and systems that are structured in many different ways, and that explanations have to be sought not in single factors, but in the intersections between (amongst other things) socio-economic disadvantage, race, ethnicity, gender, migrant status. The significance for researchers is that the study of disproportionality needs to move beyond explanations of how this or that group becomes over- or under-represented in this or that set of special education procedures. Instead, it needs to encompass a much more fundamental exploration of how processes of marginalization operate in different societies and hence in their education and special education systems. For policy-makers and practitioners, the implication is that action to address the particularities of disproportionality in a special education system need to be part of a much wider effort to tackle societal and educational marginalization. These conclusions have significance for Europe, where this study is one of the relatively few in the field, and one of the very few which attempt to look across the region as a whole. However, they also have significance for the USA where studies have tended, for obvious reasons, to focus on the intersections of race with the procedures of identification for special education, but where other kinds of intersections seem to have been less often explored (see, for instance, Donovan & Cross, 2002, Harry, 2007, Losen & Orfield, 2002, Oswald, Coutinho & Best, 2002 – though see also Artiles et al.’s, 2010 call for a more complex approach). Specifically, it is clear that disproportionality cannot be tackled only by making identification procedures more culturally sensitive. Important as this may be, many other actions are needed to tackle a problem that has its origins deep in social inequities.
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- Berhanu, Girma, 1963, et al.
(författare)
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Disproportionality in Special Education in Europe: A Comparative Study
- 2013
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Ingår i: Proceedings for the Thirteenth Biennial Conference of the International Association of Special Education. Vancouver, British Columbia, Canada– July 7-11, 2013. - : International Association of Special Education. - 9780989021203
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Konferensbidrag (refereegranskat)abstract
- The paper concludes that, in all countries, there is disproportional representation in special education. Members of minority ethnic groups (particularly where these groups have migrant status), males, and children from poorer homes are at greater risk than their peers of being placed in special education. The study of the interactions between these factors is not well developed in Europe, but there is some evidence that ethnicity and gender remain factors even when controls are entered for social class. The implication is that disproportionality reflects the construction of differences in education systems. However, it also reflects real differences in educational achievement between different groups, which in turn are a product of wider social inequalities. This has clear implications for the development of inclusive education systems, particularly in urban contexts in which inequalities are most marked. In particular, it suggests that the development of more equitable procedures in relation to special education must be accompanied by efforts to develop more equitable societies overall. The paper also concludes that the understanding of these issues in Europe could be improved by better data and a
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- Berhanu, Girma, 1963, et al.
(författare)
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Special education in Europe, overrepresentation of minority students
- 2012
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Ingår i: In J. Banks (Ed.), Encyclopedia of Diversity in Education. - Thousand Oaks : SAGE Publications, Inc.. - 9781412981521 ; , s. 2070-2073
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In Europe, as in the United States, special education brings customized interventions to bear on the difficulties that some learners experience in school. The assumption is that these difficulties relate to learners’ individual characteristics—for instance, to disabilities—and that processes of individualized assessment are needed to identify which learners need what kind of help. On this basis, social characteristics such as ethnicity, gender, and class should have no bearing on who receives special education, and members of different social groups should be equally likely to be identified. In practice, however, this is not the case. In European countries that have looked at this issue (and not all have), special education is commonly characterized by disproportionality—that is, learners from particular social groups are represented in proportions that are different from their presence in the overall school population. This is a concern for two reasons. First, placement in special education carries certain negative consequences—in the form of stigmatization and restricted educational opportunities—and in some European countries, these consequences can be severe. Second, if it is social group rather than individual characteristics that lead to learners experiencing difficulties in school, the individualized interventions of special education are highly unlikely to be effective and may simply mask the need to tackle underlying social inequalities. Much is known about
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Equity and education in cold climates
- 2016
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book addresses policies, practices and outcomes related to education equity in Sweden and England examining particularly the apparent inability of education reforms to deal with inequalities in the these countries. It focuses critically on a number of themes including: educational inequality and policy intervention; the conceptual and empirical links between education equity and poverty; issues of identity and transition for young people; and governance and school leadership in relation to social inclusion and equity. Authors highly experienced in their respective fields consider these important questions, reflecting on serious challenges to traditional notions of justice and equity. The chapters are largely based on qualitative empirical and policy research. This book is a product of collaboration between the Centre for Equity in Education at the University of Manchester Institute of Education and the Department of Education and Special Education Equity Group at Gothenburg University in Sweden. http://www.tpress.free-online.co.uk/equi.html
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