Worldwide, we see that students with special learning needs are increasingly participating in regular education. However, the numbers of pupils in special needs education vary greatly between different countries. This is due to differences in education systems, funding and policy incentives associated with these funding arrangements, and demographic trends.
In 2014, the Netherlands introduced new policies aimed at offering inclusive education. This was done together with financial measures to reduce the gap in funding for pupils with specific learning needs between regions. This study explores the effects of these policies, the demographic trends with respect to drop-out rates and participation rates in special education. This has been investigated on the basis of nationwide registration systems.
Reference:
Golsteyn, B. H., Vermeulen, S., & de Wolf, I. (2016). Teacher literacy and numeracy skills: International evidence from PIAAC and ALL. De Economist What effect does accelerated progression through course materials have on students’ development?
