Suchergebnisse

The European Parliament Hearing of young people with special educational needs took place in Brussels on 3 November 2003. The Agency organised it with the support of the ministries of education in its member countries and the European Commission. It was one of the major events within the framework of the European Year of People with Disabilities. Twenty-three country delegations, with 146 representatives, participated in the event. The country delegations included 72 young people with special educational needs. This publication is a synthesis of their presentations. Download the PDF below, which presents them together in 17 of the Agency's official languages: Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Icelandic, Italian, Latvian, Lithuanian, Norwegian, Portuguese, Spanish and Swedish. ; 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.

Examines the 'special needs' concept by analysing its role in the targetting of housing policy. The impact of the 'special needs' approach is assessed both in terms of its capacity to deliver the goods for 'special' groups and in terms of the implications of the approach for the impact of state intervention in the provision of housing and welfare. (Abstract amended)

The concept of 'special needs' is one with which all housing practitioners and housing policy analysts will be familiar. It is a concept which is increasingly the touchstone for state involvement in housing and it is a label which can unlock the door to resources for many groups of people such as 'the elderly', 'the mentally handicapped' and 'the physically disabled'.
The objectives of this paper are to examine the 'special needs' concept by analysing its role in the targetting of housing policy. The impact of the 'special needs' approach is assessed both in terms of its capacity to deliver the goods for 'special' groups and in terms of the implications of the approach for the impact of state intervention in the provision of housing and welfare. The argument throughout is that the 'special needs' approach has brought some substantial material gains to the groups it serves but that these achievements have been secured at the cost of inflexibility in service provision, the relative exclusion of 'special' groups from mainstream society and the increasing stigmatisation of such groups due to the stereotypical images their 'special' designation conveys.
Finally, two strategies of reform are considered: the incremental approach which aims to widen and expand the range of groups eligible for special provision; and a radical, strategy which challenges some key tenets of the 'special needs' approach and provides a more 'universalising' alternative.

This paper gives an overview of the main conclusions and recommendations of the Agency analysis on the topic of Multicultural Diversity and Special Needs Education. It highlights how the project recommendations may also contribute to other European Union (EU) and international policy priorities. In the area of special needs education, practitioners, researchers and decision-makers at EU and national levels have shown a growing interest in the situation of learners with SEN from an immigrant background. In particular, there is a concern that these learners from different cultural backgrounds experience multiple disadvantages in education. For more information, refer to the Multicultural Diversity and Special Needs Education project area. Download the policy paper as a PDF in English below. ; 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.