Special educational needs support and consultancy in European schools

ABSTRACT

This article outlines the current state of development of special needs support and consultancy in four European countries: Holland, the Czech Republic, England and Wales, and Germany. Models of consultancy particular to the individual countries are also described. An attempt is made by the authors to determine the key features which allow for a common development in special needs support and consultancy work. They suggest that this might provide the basis for further critical     

Non‐traditional Students in a Traditional System of Higher Education: The German Case of Formally Non‐qualified Students

For many years, higher education systems around the world have been reporting on “new”; and/or “non‐traditional” students which in many institutions represent the majority of all undergraduate enrolments. These students are older, have work experience, study part‐time, carry full‐time adult responsibilities, have to take on full‐time employment, take advantage of open admission policies, and focus their studies on vocational objectives. This article focuses on a small group of German non‐traditional students who enrol through special admission. Their backgrounds, their experiences, their motives, and their expectations will be described. Certain consequences for higher education will be sketched.