An Analysis of Educational Accessibility for Children With Learning Difficulties
DOI:
https://doi.org/10.65168/Keywords:
inclusive education policy, educational services, individualized education plan (IEP), assessment and evaluation, international practicesAbstract
In countries with legislation on special and inclusive education, definitions, classifications, coverage, assessment, educational services, and professional support for children with special needs are implemented according to clear guidelines. This study examines how educational inclusion for children with developmental disabilities is organized in Japan, Belgium, Poland, and Australia, and compares these practices with the situation in Mongolia. Accurate assessment of a child’s development and identification of educational needs are directly influenced by the quality, content, and organization of educational services. According to 2023 statistics in Mongolia, 1,977 children participate in preschool education and 6,283 in general education programs. However, a joint study by the National University of Mongolia and Nagoya University (2017) found that a significant number of students requiring special education support remain undiagnosed. Data for this study were collected through surveys of parents and teachers, and international practices were analyzed to investigate the accessibility of educational services and support for children with learning difficulties within the Mongolian educational system.
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