By OECD. Published by : OECD Publishing

The 2003 variation of schooling coverage research attracts on overseas views to supply updated analyses of key schooling coverage demanding situations and tasks. It includes studies of coverage concerns and overseas advancements in: - * the methods t

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1993), “Childhood disability: a global challenge”, in P. Mittler, R. Brouillette and D. ), World Yearbook of Education 1993: Special Educational Needs, Kogan Page, London. NYE, B. (2001), “The long term effects of small classes in the early grades: lasting benefits in mathematics achievement at grade 9”, Journal of Experimental Education, Vol. 69, pp. 245-258. OECD (1993), “Access, participation and equity”, Document, Paris. OECD (1999), Inclusive Education at Work: Including Students with Disabilities in Mainstream Schools, Paris.

CRAHAY, M. and MONSEUR, C. (2001), “Efficiency and equity”, in W. Hutmacher, D. Cochrane and N. ), In Pursuit of Equity in Education – Using International Indicators to Compare Equity Policies, Kluwer, Dordrecht. , MAGRAB, P. and RANSON, S. (2002), “Social exclusion and students with special educational needs”, in A. Kahn and S. ), Beyond Child Poverty: The Social Exclusion of Children, The Institute for Child and Family Policy at Columbia University, New York. , COCHRANE, D. and BOTTANI, N. ) (2001), In Pursuit of Equity in Education – Using International Indicators to Compare Equity Policies, Kluwer, Dordrecht.

Another option, which is adopted in Austria, is to include career guidance in the class time for another subject, but for time in reality to be taken away from the teaching of that subject. Whichever model is adopted, problems of teacher training and motivation are commonly reported for the integrated delivery model. Often teachers do not receive special training to teach career education, and sometimes they have difficulty in seeing its relevance to their normal subject areas (Whitty, Rowe and Aggleton, 1994).

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