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Download full textRamberg, Joacim; Watkins, Amanda – FIRE: Forum for International Research in Education, 2020
The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Regular and Special Education Relationship
Direct linkWilliamson, Pamela; Hoppey, David; McLeskey, James; Bergmann, Erica; Moore, Hanna – Journal of Special Education, 2020
The least restrictive environment (LRE) mandate suggests a preference for educating students with disabilities in general education settings provided their needs can be met there. This study examined national trends in the educational placements of students with disabilities ages 6 to 17 in the 50 states and the District of Columbia from 1990…
Descriptors: Student Placement, Students with Disabilities, Regular and Special Education Relationship, Inclusion
Hjörne, Eva; Evaldsson, Ann-Carita – International Journal of Inclusive Education, 2015
In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class…
Descriptors: Attention Deficit Hyperactivity Disorder, Females, Special Education, Disability Identification
