Entry Testing and the Overrepresentation of Romani ... - UR Research

R18PITFALLS AND BIASTABLE 2. Placement of students with special educational needs relative to population of students withspecial educational needsPercent SEN Percent in Percent in Percentspecial schools special classes fully included2008** 2008** 2008** 2008**CZ 8.6 41 11.7 47.3FI 8.0 16 33 51FR 2.7 22.3 46.7 31HU 5.8 50 No data available 50IT 2.3 99.5SK† 7.7 47 18 35UK 2.8 41 9 51** SOURCE: Watkins (2008).† 2001 data from Meijer, Soriano, and Watkins (2003); 2008 data from Eurydice (2009a).TABLE 3. Placement of students diagnosed with intellectual disability relative to total student populationPercent in Percent in Percent inspecial schools special classes standard schoolsCZ 2.86 0.08 0FI 1.04 0.08 .17FR 0.26 0.47 .15HU 4.63 2.58 0IT 0 0 >99.9UK with statement: 0.46 – 1.70without statement: 0.09 – 14.32SOURCE: Organisation for Economic Co-operation and Development (2001).Legislation for all countries discussed in this policy paper includes provisions for children diagnosed with mildintellectual disability to be taught in special classes in mainstream schools. Finland, France, Italy, and the UnitedKingdom, as well as Serbia, have had this provision for at least a decade, with relevant provisions in place in Italysince 1971. This provision has been incorporated into the legislation of the Czech Republic, Hungary, and Slovakiasince the early 2000s. Because this provision is relatively new for these countries, it might be expected that ratesof inclusion would rise over time. Between 2001 and 2008, here have been slightly decreased rates of segregationin the Czech Republic and Hungary, but a slight increase in segregation in Slovakia. Special classes in mainstream