Educational attention for students with intelectual disability in Europe

Alicia García

Abstract


People with intellectual disabilities represent one of the most disadvantaged social groups in European countries. This study gathers and describes the main lines of support for students with intellectual disability in Europe. This study presents descriptions of three representative countries, highlighting descriptions in three representative countries (Finland, France and Germany). Also, it provides an overview of educative attention for students with intellectual disability, briefly highlighting arrangements in different countries. In order to make comparisons across the states, several key elements were identified: diagnostic assessment, choice of school, specific support measures, teachers, pupil assessment and certification. Finally this is followed by a short conclusion on the impact of different kinds of support around Europe, addressing specific policies relating to educative attention for students with intellectual disability.

 

 


Keywords


comparative research; special education; educational policy; mental handicap



DOI: https://doi.org/10.5944/reec.24.2014.13585

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