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An International Perspective on Issues in Special Education
Dimitris AnastasiouSouthern Illinois University Carbondale
Imam University Students Visit August 17, 2015
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Opening remarks
• Laws and policies assure the right to education for students with disabilities.
– Yet there are huge differences in:
• How many students receive special education.
• Quality of special education services
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Challenges of Doing International Research
1. Comparable international data on education ?2. Large variability in terms of
– Classification and types of disabilities, – identification and eligibility criteria, – number of students served, and – types of placement
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Empirical Research?• Lack of a systematic empirical analysis in cross-national
differences
• In health care: – much empirical research and a thriving field of comparative
health care policy
• In special education:
– Few studies at the international level
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A 6-year research project 1. Anastasiou, D., Kauffman, J. M., & Di’ Nuovo, S. (accepted March 11, 2015). The
Right to education for persons with disabilities in a nearly full inclusive education system: The case of Italy. European Journal of Special Needs Education.
2. Ametepee, L. K. & Anastasiou, D. (2015). Special and inclusive education in Ghana: Status and progress, challenges and implications. International Journal of Educational Development 41, 143-152.
3. Anastasiou, D., & Keller, C. E. (2014). Cross-national differences in special education coverage: An empirical analysis. Exceptional Children, 80, 353-357.
4. Anastasiou, D., & Keller, C. E. (2011). International differences in provision for exceptional learners. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 773-787). New York: Routledge.
5. Anastasiou, D., Gardner, R. & Michail, D. (2011). Ethnicity and Exceptionality. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 745-758). New York: Routledge.
6. Anastasiou, D., & Keller, E. (2010). Special education in Finland: A system beyond the uniformity of a globalized ideal. Epistimes tis agogis (Education Sciences -Special Issue), 155-167. 5
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Research Strategies (1)• Descriptive Designs (legal approach)
– Anastasiou, D., Kauffman, J. M., & Di’ Nuovo, S. (2015). The Right to education for persons with disabilities in a nearly full inclusive education system: The case of Italy. European Journal of Special Needs Education.
• A Typology based on systematic criteria to classify special education subsystems in 143 countries – Anastasiou, D., & Keller, C. E. (2011). International differences in
provision for exceptional learners. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 773-787). New York: Routledge.
• Case Study and Program Evaluation Methodology (EFA strategic plan of Ghana)– Ametepee, L. K. & Anastasiou, D. (2015). Special and inclusive
education in Ghana: Status and progress, challenges and implications. International Journal of Educational Development 41, 143-152.
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Research Strategies (2)
• Advanced Statistical Techniques: Structural Equation Modeling (MRA + CFA) – Anastasiou, D., & Keller, C. E. (2014). Cross-national differences in
special education coverage: An empirical analysis. Exceptional Children, 80, 353-357.
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Presentations at Conferences (2014-2015)1. Anastasiou, D. (2015, June). Macro- Socio-economics and Educational Outcomes
in PISA Assessment. Presentation at the IASE Conference, New Dimensions toward Education, Advocacy, and Collaboration for Individuals with Special Needs, Wroclaw, Poland, June 21-25, 2015.
2. Anastasiou, D. (2015, June). Politics, Socioeconomics and Special Education: Are they Related: An Empirical Study. Presentation at the IASE Conference, New Dimensions toward Education, Advocacy, and Collaboration for Individuals with Special Needs, Wroclaw, Poland, June 21-25, 2015.
3. Anastasiou, D. & Keller, C. (2014, July). Special education’s effects on national educational outcomes. Presentation at the DISES-CEC Conference, Embracing Inclusive Approaches, Braga, Portugal, July 14-17, 2014.
4. Mavropalias, T. & Anastasiou, D. (2014, July). The face of the Greek co‐teaching model: Teachers’ perspectives. Presentation at the DISES-CEC Conference, Embracing Inclusive Approaches, Braga, Portugal, July 14-17, 2014
5. Chakraborti‐Ghosh, S., Anastasiou, D., & Carlo, Β. Α. (July, 2014). Embracing inclusive approaches around the world: Issues, challenges, barriers. Presentation at the DISES-CEC Conference, Braga, Portugal, July 14-17, 2014.
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Presentations at Conferences (2013-2014)6. Anastasiou, D. & Keller, C. (2014, April). Differences in Special Education Coverage and
Educational Outcomes across 61 Countries. Presentation at the Council for Exceptional Children (CEC) Annual Convention, Philadelphia, PA, April 11, 2014.
7. Anastasiou, D. & Mavropalias, T. (2013, July). Teachers’ perspectives on the co-teaching model in Greece. Lecture presentation at the 13th Biennial Conference of the International Association of Special Education, Vancouver, BC, Canada, July 7-11, 2013.
8. Keller, C., Al-Hendawi, M., Anastasiou, D., & Wang, M. (2013, July). Conducting International Comparative Research in Special Education. Session presentation at the 13th Biennial Conference of the International Association of Special Education, Vancouver, BC, Canada, July 7-11, 2013.
9. Anastasiou, D. & Keller, C. (2013, April). Cross-National Differences in Special Education Coverage: An Empirical Analysis by Economic Level. Lecture presentation at the CEC Annual Convention, San Antonio, TX, April 6, 2013.
10. Keller, C., Al-Hendawi, M., Anastasiou, D., & Wang, M. (2013, April). Conducting International, Comparative Special Education Research: Lessons from Three Projects. Poster presented at the CEC Annual Convention, San Antonio, TX, April 5, 2013.
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Presentations at Conferences (2010-2012)11. Anastasiou, D. & Keller, C. (2012, April). Differences in national special education coverage:
An educational and economic model. Lecture presentation at The CEC Annual Convention, Denver, CO, April 12, 2012.
12. Anastasiou, D. & Keller, C. (2011, April). International differences in educational provision for exceptional learners: A typological approach. Lecture presentation at The CEC Annual Convention, National Harbor, MD, April 28, 2011.
13. Keller, C. & Anastasiou, D. (2011, April). International Differences in Educational Provision for Exceptional Learners: A Typological Approach. Invited lecture for the Faculty of Education, University of Crete, Rethmynon, Crete, Greece, April 7, 2011.
14. Anastasiou, D. & Keller, C. E. (2011, January). International Differences in Educational Provision for Exceptional Learners: A Typological Approach. Public seminar for the Center for Educational Development and Research, College of Education, Qatar University, Doha, Qatar, January 12, 2011.
15. Anastasiou, D. & Keller, C. E. (2010, July). International Differences in Educational Provision for Exceptional Learners: A Typological Approach. Lecture session presented at the conference, Presentation at the DISES-CEC Conference, Embracing Inclusive Approaches for Children and Youth with Special Education Needs, Riga, Latvia, July 13, 2010.
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Two Samples of International Work• Anastasiou & Keller’s (2011) typology: Detecting
patterns among several educational and economic indicators
• The role of special education in educational outcomes
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Weakness in geographical approaches
Saudi Arabia & Yemen Iran & Afghanistan Japan & Myanmar South Africa & Liberia
• Geographical lens is not a satisfactory method.
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Three axes in the typology
– National education system
- Special Education Subsystem
– Inclusion
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The six typesNATIONALEDUCATION SYSTEM
SPECIAL EDUCATION PROVISION
Limited Moderate Extensive
Limited Low Inclusion: Nigeria
Not found Not found
Developing Low Inclusion: China
Low Inclusion: Brazil
Not found (2 marginal cases)
Developed Not found Low Inclusion: Italy
Low Inclusion: Germany
High Inclusion: Not found
High Inclusion: Finland
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A question
• Do the huge differences in special education
coverage (defined as how many students receive
special education) play a role in education
outcomes across countries?
• Do students benefit from special education
system? 21
National Education System Education Quality (e.g., Teaching Staff, Classroom Conditions) Actual Participation Completion Rates of of School-Age Population Basic Education
Socio-Economic Context Economy National Economy Strength Inequality in Wealth Literacy Levels
Special Education Coverage
Education Expenditures
Educational Outcomes (Years of Schooling, and Reading, Math, Science Performance)
Macro-level
Meso-level
Micro-level
Proposed Conceptual Model for cross-national differences in Education Outcomes and the role of Special Education Coverage in a multivariate context 22
The role of socio-economic factors
A parsimonious model of educational and two socio-economic variables accounted for about 77% of thevariance in special education coverage across 143countries (Anastasiou & Keller, 2014).
The inclusion of economic factors and adult literacylevels resulted in a better prediction of the access tospecial education services than if they were not in themodel.
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• The Overall Model accounted for 77.3% of the variance in sped coverage. (N = 143)Anastasiou, D., & Keller, C. E. (2014). Cross-national differences in special education coverage: An empirical analysis. Exceptional Children, 80(3), 353-357. 24
