Tabular summary of 58 SEN assessment reports from Sweden and Germany
SND-ID: snd1130-1. Version: 1.0. DOI: https://doi.org/10.5878/3n2k-fm21
Citation
Creator/Principal investigator(s)
Thomas Barow
- University of Gothenburg
Daniel Östlund
- Kristianstad University, Fakulteten för lärarutbildning
Research principal
University of Gothenburg
- Institutionen för pedagogik och specialpedagogik
Description
Unit of analysis
Population
Pupils with SEN
Time Method
Sampling procedure
Time period(s) investigated
2012-01-01 – 2017-12-31
Data format / data structure
Geographic spread
Geographic location: Scania Province, Germany
Geographic description: Den tyska data avser delstaten Nordrhein-Westfalen.
Lowest geographic unit
Municipality
Highest geographic unit
Region
Responsible department/unit
Institutionen för pedagogik och specialpedagogik
Research area
Education (CESSDA Topic Classification)
Educational policy (CESSDA Topic Classification)
Compulsory and pre-school education (CESSDA Topic Classification)
Social sciences (Standard för svensk indelning av forskningsämnen 2011)
Educational sciences (Standard för svensk indelning av forskningsämnen 2011)
Pedagogy (Standard för svensk indelning av forskningsämnen 2011)
Keywords
Barow, T. & Östlund, D. (2018). The significance of SEN assessment, diagnoses, and psychometric tests in inclusive education: Studies from Sweden and Germany. Hamre, B., Morin, A. & Ydesen, C. (eds.). Testing and Inclusive Schooling: International challenges and opportunities. London, New York: Routledge, 231-247.
Barow, T. & Östlund, D. (2019). “The system shows us how bad it feels”: special educational needs assessment in North Rhine-Westphalia, Germany. European Journal of Special Needs Education 34 (5), 678-691, DOI: 10.1080/08856257.2019.1603595
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