Inclusion and education

FIGURE 3.9: 
The education disadvantage for those with a sensory, 
physical or intellectual difficulty is higher at the upper 
secondary level
Out-of-school rate by age group and functional difficulty, 
Mongolia, 2018
0
25
30
20
15
10
5
35
%
Primary
Lower secondary
Upper secondary
Without
functional difficulty
With any 
functional difficulty
With sensory, physical 
or intellectual difficulty
Source: 
GEM Report team analysis based on MICS data.
The share of students identified as having 
special education needs varies from 3.3% in 
Poland to 13% in Lithuania
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C E N T R A L A N D E A S T E R N E U R O P E , C A U C A S U S A N D C E N T R A L A S I A

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With the exception of learning difficulties, diagnostic 
criteria for disabilities are not inherently related 
to education. Accordingly, they have no particular 
implications for curriculum and teaching (Norwich, 2014). 
There is wide variation in education ability and behaviour 
within categories of disability (Florian, 2014). Many 
conditions, including epilepsy and other chronic health 
conditions, are diagnosed outside education and for non-
education purposes.
Labels affect those labelled and are self-
confirming
Data collection must be carefully conducted to 
do no harm. Identification of children with special 
education needs must strike a balance. On the one 
hand, identification can inform teachers of student 
needs. Schools rely on this information to target 
accommodations. In some countries, identification guides 
individualized education plans for learners with special 
education needs. In the Czech Republic, assessment 
bodies indicate the degree of special education support 
needed, while head teachers are responsible for ensuring 
appropriate learning conditions. Some countries respond 
to parental requests for assessment, involve parents in 
the process and rely on parental approval for any decision 
on education placement.