Early School Leaving and Learners with Disabilities and/or Special Educational Needs: To what extent is research reflected in European Union policies?

Abstract

This report summarises the key research literature on learners with special educational needs and/or disabilities with regard to the phenomenon of early school leaving (ESL). It compares its findings and implications to the positions adopted by EU policy documents. It makes recommendations on how policy-makers might tackle the issue of ESL more effectively, particularly as it impacts on learners with special educational needs and/or disabilities. The report is based upon the findings of the report Early School Leaving and Learners with Disabilities and/or Special Educational Needs: A Review of the Research Evidence Focusing on Europe. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.