Supporting students with special needs: A policy priority for primary education

Oecd

No 40, Teaching in Focus from OECD Publishing

Abstract: School systems across the world are working to make the classroom more inclusive for all children, regardless of their origin and capacities, so that they have equal opportunities for quality learning. It has become essential to integrate students with special needs into mainstream formal education and they are, increasingly, enrolled in regular schools and classes in primary education. Inclusive classrooms exert more and particular demands on teachers, however. TALIS 2018 data alerts us to the pressing need to support teachers with students with special needs in primary schools. Support for students with special needs is a policy priority for principals and teachers in primary schools. Modifying lessons to support students with special needs is a particular cause of stress for teachers. And a significant proportion of teachers request further training in teaching children with special needs.

Keywords: inclusive classrooms; special needs; teachers; teaching (search for similar items in EconPapers)
Date: 2021-05-27
New Economics Papers: this item is included in nep-ure
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://doi.org/10.1787/d47e0a65-en (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:oec:eduaah:40-en

Access Statistics for this paper

More papers in Teaching in Focus from OECD Publishing Contact information at EDIRC.
Bibliographic data for series maintained by ().