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Too much or not enough? An examination of special education provision and school district leaders’ perceptions of current needs and common approaches
Author(s) -
Cameron David Lansing
Publication year - 2016
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12121
Subject(s) - special education , perception , special needs , psychology , medical education , inclusion (mineral) , mainstreaming , special educational needs , medicine , pedagogy , social psychology , psychiatry , neuroscience
The purpose of this study was to examine the relationship between special education provision in Norway and school district leaders’ perspectives regarding (a) the need for special education and (b) the importance and prevalence of integrated and segregated approaches. Findings indicate that the percentage of students perceived as being in need of special education was significantly higher than the percentage of students who actually receive this support. However, districts in which an increased need was reported did not have lower enrolment in special education than regions in which participants felt that the level of special education provision was appropriate. No relationship was found between the percentage of students receiving special education and the importance placed on either segregated or integrated approaches. Whereas virtually all participants valued integrated solutions, segregated approaches received higher ratings of importance in districts where these practices were prevalent.