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dc.contributor.author Jahnukainen, Markku en
dc.contributor.author Jahnukainen, Markku en
dc.date.accessioned 2008-04-17T03:09:19Z
dc.date.accessioned 2008-04-17T03:09:19Z
dc.date.available 2008-04-17T03:09:19Z
dc.date.available 2008-04-17T03:09:19Z
dc.date.issued 2007-03
dc.date.issued 2007-03
dc.identifier.citation Itkonen, T. & Jahnukainen, M. (2007) An Analysis of Accountability Policies in Finland and the United States. International Journal of Disability, Development and Education. Vol. 54 No. 1: 5-23. en
dc.identifier.citation Itkonen, T. & Jahnukainen, M. (2007) An Analysis of Accountability Policies in Finland and the United States. International Journal of Disability, Development and Education. Vol. 54 No. 1: 5-23. en
dc.identifier.issn 1465-346X
dc.identifier.issn 1465-346X
dc.identifier.uri http://hdl.handle.net/10139/493
dc.identifier.uri http://hdl.handle.net/10139/493
dc.description.abstract This study examines student achievement and prevalence of students with disabilities in Finland and the United States (U.S.), by analysing international test scores, national reports, and special education legislation. The variables of interest include institutional design of each country, resources invested in and values surrounding public education, disability policies, and student diversity. Our findings indicate that the quality of the teaching profession, access to materials, intensive early interventions, equitable resource distribution, and values grounded on equity versus access are related to both student achievement and the prevalence of students with disabilities. We discuss implications of institutional arrangements and early intervention for policy formulation. en
dc.description.abstract This study examines student achievement and prevalence of students with disabilities in Finland and the United States (U.S.), by analysing international test scores, national reports, and special education legislation. The variables of interest include institutional design of each country, resources invested in and values surrounding public education, disability policies, and student diversity. Our findings indicate that the quality of the teaching profession, access to materials, intensive early interventions, equitable resource distribution, and values grounded on equity versus access are related to both student achievement and the prevalence of students with disabilities. We discuss implications of institutional arrangements and early intervention for policy formulation. en
dc.language.iso en en
dc.language.iso en en
dc.publisher Routledge en
dc.publisher Routledge en
dc.subject Accountability en
dc.subject Disability Policy en
dc.subject Early Intervention en
dc.subject Inclusion en
dc.subject Special Needs en
dc.subject Equal Access en
dc.subject Equity en
dc.subject Special Education Needs en
dc.subject Accountability en
dc.subject Disability Policy en
dc.subject Early Intervention en
dc.subject Inclusion en
dc.subject Special Needs en
dc.subject Equal Access en
dc.subject Equity en
dc.subject Special Education Needs en
dc.title An Analysis of Accountability Policies in Finland and the United States en
dc.title An Analysis of Accountability Policies in Finland and the United States en
dc.type Postprint en
dc.type Postprint en
dc.contributor.csuciauthor Itkonen, Tiina en
dc.contributor.csuciauthor Itkonen, Tiina en


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