Appendix A
Figure A.1: Numbers of blind and partially sighted students by location and by country, as a percentage of all blind and partially sighted students in primary and lower secondary education
Figure A.2: Numbers of deaf and partially hearing students by location and by country, as a percentage of all deaf and partially hearing students in primary and lower secondary education
Figure A.3: Numbers of students with emotional and/or behavioural difficulties by location and by country, as a percentage of students with emotional and/or behavioural difficulties in primary and lower secondary education
Figure A.4: Numbers of students with physical disabilities by location and by country, as a percentage of all students in primary and lower secondary education
Figure A.5: Numbers of students with speech and language problems by location and by country, as a percentage of all students with speech and language problems in primary and lower secondary education
Figure A.6: Numbers of students in hospitals by location and by country, as a percentage of all students in hospitals in primary and lower secondary education
Figure A.7: Numbers of students with combinatorial disabilities by location and by country, as a percentage of all students with combinatorial disabilities in primary and lower secondary education
Figure A.8: Numbers of students with autism by location and by country, as a percentage of all students with autism in primary and lower secondary education
Figure A.9: Numbers of students with severe learning problems by location and by country, as a percentage of all students with severe learning problems in primary and lower secondary education
Figure A.10: Numbers of students with moderate learning problems by location and by country, as a percentage of all students with moderate learning problems in primary and lower secondary education
Figure A.11: Numbers of students with severe and/or moderate learning problems by location and by country, as a percentage of all students with severe and/or moderate learning problems in primary and lower secondary education
Figure A.12: Numbers of students with light learning problems by location and by country, as a percentage of all students with light learning problems in primary and lower secondary education
Figure A.13: Numbers of students with specific learning difficulties by phases of education and by country, as a percentage of all students in that phase of education
Figure A.14: Numbers of second languages and mother tongue teaching students by location and by country as a percentage of all students in primary and lower secondary education
Figure A.15: Numbers of travelling students by location and by country, as a percentage of all students in primary and lower secondary education
Figure A.16: Numbers of disadvantaged students by location and by country, as a percentage of all students in primary and lower secondary education
Figure A.17: Numbers of disadvantaged students by location and by country, as a percentage of all disadvantaged students in primary and lower secondary education
Notes
Canada ( NB): Note that for New Brunswick the data have been submitted by District 18 only. School District 18 is one of 13 school districts (9 anglophone, 4 francophone) that organises education in the Province of New Brunswick. The total student population is approximately 120,600 (84,575 anglophone,
36,025 francophone). School District 18 has 12,832 students served by over 1 200 employees. Pre-primary students are not part of the public school system.
Finland: Only upper secondary data refer to the school year 2000. Therefore all others levels have been omitted.
France: Only students administered by the Ministry of Education are included in this chapter, i.e. students administered by the Ministry of Health have been omitted. This probably inflates the distribution of students in regular classes.
Germany: Data on students in special classes are included in special schools (for all categories). The distribution of pre-primary to public and private institutions is estimated for all categories.
Greece: Special schools: the available data for lower and upper secondary education are combined. Regular classes: in the Greek educational system these are under special classes.
Italy: In regular classes pre-primary schools dependent of municipalities are not included. There are about 1,700 (estimated) children with disabilities. Figures are estimated for the total number of students in the different phases of education.
Mexico: Upper secondary education does not apply. In special classes totals only are available, there is no individual breakdown of category.
Spain: The numbers of students in special classes are included in special schools. There are a small number of students in special classes, but for the Spanish educational system these classes are considered to be special schools.
Switzerland: Data regarding students in regular classes are missing. Data relating to the Swiss education statistics have been compiled according to classes. Therefore there are no statistical data on aspects of integrated education. Data on students, teachers and financial resources are not derived from a single source. As a consequence it is not possible to combine the various information in a regular manner. Besides, information on financial resources is difficult to obtain on a reliable basis and therefore not provided. Teachers are the only category on which statistical data on staff exist. Nevertheless even such information is limited and not as detailed as the categories of disabilities in students. The entire data on special education are limited to a single description of "compulsory schooling". The different ISCED levels cannot be separated out.
United Kingdom (Eng.): Data include figures collected for England only. Special classes are included in regular classes.
Sweden: Since data are incomplete they are not included.