This book outlines practices in OECD countries to promote equity in education, that is, to address the needs of students with disabilities, learning difficulties and social disadvantages. It includes a comprehensive set of statistics on the different categories of students and indicators of equity. The analysis is based on both quantitative and qualitative data provided by 28 OECD countries and a number of provinces.

Executive Summary
Chaper 1. Introduction
-Background
-From Special Educational Needs to Disabilities, Difficulties, Disadvantages, Curriculum Access, and Equity
-The Resources-Based Definition
-Operational Definitions of Cross-National Categories
-The Electronic Questionnaire
-The Nature and Soruces of the Database for this Monograph
-Data Limitations
-Symbols for Missing Data
-OECD Member Country Codes
Chapter 2. Development of the Data Collection Instrument
-Background
-Meeting of National Representatives
-Linkage to UOE Data Collection Exercise
-Operational Definition of Special Educucational Needs
-Educational Indicators
-Initial Data to be Gathered
-Scope and Country Involvement of the Pilot Visits
-The Pilot Visits
-Second Meeting of National Representatives
-Field Testing of the Instrument
Chapter 3. Qualitative Data Analysis
-Background
-Laws
-How are Planning Decisions Made ot Ensure that Students with Special Educational Needs Receive Appropriate Additional Resources?
-Facilitators and Barriers of Equity and Inclusive Education
-Definition of Special Education for Gathering Statistics
-Use of Categories
-Cross-National Classification
-Concluding Comments
Chapter 4. Comparative Analysis of Quantitative Data Based on Categories of Disabilities, Learning Difficulties, and Disadvantages
-Background
-Methodology
-Data on Individual Categories
-Description by Category
-Conclusions
-Special Notes
Chapter 5. Analysis of the Quantitative Data for Cross-National Categories A, B, and C
-Background
-Availability of Data
-Quantitative Data on Cross-National Category A (Disabilities)
-Quantitative Data on Cross-National Category B (Difficulties)
-Quantitative Data on Cross-National Category C (Disadvantages)
-Overall Comparisons across the Phases of Education for the Three Cross-National Categories
Chapter 6. Additional Analyses of the Quantitative Data
-Introduction
-Special Schools
-Special Classes
-Regular Classes
-Student/Staff Ratios
-Relative Numbers of Male and Female Students Receiving Additional Resources for Disabilities, Difficulties, or Disadvantages
-Age Distribution of Students Receiving Additional Resources for Disabilities, Difficulties, or Disadvantages
-Distribution of Students by Age
-Students Not Registered within the Education System
-Final Comments
Chapter 7. Further Discussion of Significant Issues
-Issues Arising from the Analyses of the Cross-National Category A, B, and C. Data
-Cross-National Category A - Disabilities
-Cross-National Category B - Difficulties
-Cross-National Category C - Disadvantages
-Gender
-Implications of the Results of the Second Data Collection Exercise for Future Developments
-Final Comments
References
Annex 1. Allocation of Categories of Students with Disabilities, Difficulties, and Disadvantages Included in the Resources Definition to Cross-National Categories A, B. and C
Annex 2. Distribution of Individual National Categories into 22 General Categories Used to Describe Students with Disabilities, Difficulties, and Disadvantages
Annex 3. Data Availability Table
Annex 4. Compulsory School Education