Data collection for education must inform issues of learners’ rights to inclusive education

Data collection must be in line with the United Nations Convention on the Rights of Persons with Disabilities (2006), as this is an increasing influence upon legal frameworks for education. Mapping the implementation of policy for inclusive education therefore requires indicators providing evidence that education systems are equitable for learners with SEN. 

The Mapping the Implementation of Policy for Inclusive Education (MIPIE) project argues that within a comprehensive framework for mapping rights issues, both quantitative and qualitative indicators need to be identified in relation to:

  • Participation in education and training; 
  • Access to support and accommodation; 
  • Learning success and transition opportunities;
  • Affiliation opportunities.

More information can be found on the MIPIE project web area.

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