Early school leaving and learners with disabilities and/or special educational needs: To what extent is research reflected in European Union policies?

Garry Squires; David Dyson

Early school leaving and learners with disabilities and/or special educational needs: To what extent is research reflected in European Union policies?

Manchester Institute of Education

Research output: Book/Report › Other report › peer-review

Abstract

This report brings together research reviewed in our first report (European Agency for Special Needs and Inclusive Education, 2016) with an internal review of key information and European Union policy sources to explore the extent to which research is reflected in policy. These sources principally comprise texts produced at European level and include working papers, guidance documents, conference reports and surveys, amongst others. We use this to produce a model to help researchers and policy makers understand the complexity of factors around ESL

Original language	English
Publisher	European Agency for Special Needs and Inclusive Education
Number of pages	49
Publication status	Published - 13 Mar 2017

Publication series

Name	European Agency for Special Needs and Inclusive Education

Keywords

Early School Leaving
special educational needs and disabilities (SEND)

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

https://www.european-agency.org/sites/default/files/ESL%20-%20To%20what%20extent%20is%20research%20reflected%20in%20EU%20policies.pdf

3 Commissioned report
1 Chapter
1 Paper

Being pushed and pulled: making sense of inclusive and exclusive forces
Squires, G., 14 Mar 2023, The Routledge Handbook of Inclusive Education for Teachers Educators: Issues, Considerations, and Strategies. Halder, S., Dada, S. & Banerjee, R. (eds.). Routledge
Research output: Chapter in Book/Conference proceeding › Chapter › peer-review

File
Preventing School Failure: a review of the literature
Squires, G. & Kefallinou, A., 20 Sept 2019, European Agency for Special Needs and Inclusive Education.
Research output: Book/Report › Commissioned report › peer-review

Open Access
Early School Leaving and Learners with Disabilities and/or Special Educational Needs
Squires, G. (Editor), 23 Jan 2018, Odesnke, Denmark: European Agency for Special Needs and Inclusive Education. 20 p.
Research output: Book/Report › Commissioned report › peer-review

1 Participating in a conference, workshop, exhibition, performance, inquiry, course etc
1 Consultancy & Services

Towards a shared vision of inclusion in education: Fostering stakeholder dialogue on legislation and policy
Squires, G. (Participant)
29 Apr 2022
Activity: Participating in or organising event(s) › Participating in a conference, workshop, exhibition, performance, inquiry, course etc › Research
Invited consultant to the European Agency for Special Needs Education and Inclusion
Squires, G. (Academic founder)
2016 → …
Activity: Consultancy, spin-outs, CPD & licensing › Consultancy & Services › Research

Cite this

Squires, G., & Dyson, D. (2017). Early school leaving and learners with disabilities and/or special educational needs: To what extent is research reflected in European Union policies? (European Agency for Special Needs and Inclusive Education). European Agency for Special Needs and Inclusive Education. https://www.european-agency.org/sites/default/files/ESL%20-%20To%20what%20extent%20is%20research%20reflected%20in%20EU%20policies.pdf

@book{ef13e00f483849cf8c86dd13fd3839c5,

title = "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 brings together research reviewed in our first report (European Agency for Special Needs and Inclusive Education, 2016) with an internal review of key information and European Union policy sources to explore the extent to which research is reflected in policy. These sources principally comprise texts produced at European level and include working papers, guidance documents, conference reports and surveys, amongst others. We use this to produce a model to help researchers and policy makers understand the complexity of factors around ESL",

keywords = "Early School Leaving, special educational needs and disabilities (SEND)",

author = "Garry Squires and David Dyson",

year = "2017",

month = mar,

day = "13",

language = "English",

series = "European Agency for Special Needs and Inclusive Education",

publisher = "European Agency for Special Needs and Inclusive Education",

address = "Belgium",

}

Squires, G & Dyson, D 2017, Early school leaving and learners with disabilities and/or special educational needs: To what extent is research reflected in European Union policies? European Agency for Special Needs and Inclusive Education, European Agency for Special Needs and Inclusive Education. <https://www.european-agency.org/sites/default/files/ESL%20-%20To%20what%20extent%20is%20research%20reflected%20in%20EU%20policies.pdf>

Early school leaving and learners with disabilities and/or special educational needs: To what extent is research reflected in European Union policies? / Squires, Garry; Dyson, David.
European Agency for Special Needs and Inclusive Education, 2017. 49 p. (European Agency for Special Needs and Inclusive Education).

Research output: Book/Report › Other report › peer-review

TY - BOOK

T1 - Early school leaving and learners with disabilities and/or special educational needs

T2 - To what extent is research reflected in European Union policies?

AU - Squires, Garry

AU - Dyson, David

PY - 2017/3/13

Y1 - 2017/3/13

N2 - This report brings together research reviewed in our first report (European Agency for Special Needs and Inclusive Education, 2016) with an internal review of key information and European Union policy sources to explore the extent to which research is reflected in policy. These sources principally comprise texts produced at European level and include working papers, guidance documents, conference reports and surveys, amongst others. We use this to produce a model to help researchers and policy makers understand the complexity of factors around ESL

AB - This report brings together research reviewed in our first report (European Agency for Special Needs and Inclusive Education, 2016) with an internal review of key information and European Union policy sources to explore the extent to which research is reflected in policy. These sources principally comprise texts produced at European level and include working papers, guidance documents, conference reports and surveys, amongst others. We use this to produce a model to help researchers and policy makers understand the complexity of factors around ESL

KW - Early School Leaving

KW - special educational needs and disabilities (SEND)

M3 - Other report

T3 - European Agency for Special Needs and Inclusive Education

BT - Early school leaving and learners with disabilities and/or special educational needs

PB - European Agency for Special Needs and Inclusive Education

ER -

Early school leaving and learners with disabilities and/or special educational needs: To what extent is research reflected in European Union policies?

Abstract

Publication series

Keywords

UN SDGs

Access to Document

Fingerprint

Research output

Being pushed and pulled: making sense of inclusive and exclusive forces

Preventing School Failure: a review of the literature

Early School Leaving and Learners with Disabilities and/or Special Educational Needs

Activities

Towards a shared vision of inclusion in education: Fostering stakeholder dialogue on legislation and policy

Invited consultant to the European Agency for Special Needs Education and Inclusion

Cite this