Performance of Students with special educational needs in Germany: Findings from Programme for International Student Assessment 2012

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Performance of Students with special educational needs in Germany: Findings from Programme for International Student Assessment 2012. / Gebhardt, Markus; Sälzer, Christine; Mang, Julia et al.
in: Journal of Cognitive Education and Psychology, Jahrgang 14, Nr. 3, 2015, S. 343-356.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{11e0c8c9c7c9456eb43364a483bbc93d,
title = "Performance of Students with special educational needs in Germany: Findings from Programme for International Student Assessment 2012",
abstract = "The reporting of findings from Programme for International Student Assessment (PISA) is an important part of educational monitoring in Germany. However, until now, the subsample of students with special educational needs (SEN) had been too small to single out this group and report findings. In PISA 2012, the sample of 9th-grade students in Germany was thus expanded by students with SEN in inclusive settings and students with SEN in an oversample of 49 special schools. This article describes and compares the proficiency of students with SEN in inclusive settings and in special schools. In all 3 PISA domains assessing literacy, reading, mathematics, and science, students with SEN in inclusive settings achieve proficiency Level 2, whereas students with SEN in special schools achieve proficiency Level 1. It turns out that students with SEN have a lower average socioeconomic status than regular students, especially those in special schools. Possible explanations for the higher achievement of students with SEN in inclusive settings are discussed.",
keywords = "Didactics/teaching methodology, Inclusion, special educational needs, Secondary school, Educational achievement",
author = "Markus Gebhardt and Christine S{\"a}lzer and Julia Mang and Katharina M{\"u}ller and Manfred Prenzel",
year = "2015",
doi = "10.1891/1945-8959.14.3.343",
language = "English",
volume = "14",
pages = "343--356",
journal = "Journal of Cognitive Education and Psychology",
issn = "1810-7621",
publisher = "Springer Publishing Company",
number = "3",

}

RIS

TY - JOUR

T1 - Performance of Students with special educational needs in Germany

T2 - Findings from Programme for International Student Assessment 2012

AU - Gebhardt, Markus

AU - Sälzer, Christine

AU - Mang, Julia

AU - Müller, Katharina

AU - Prenzel, Manfred

PY - 2015

Y1 - 2015

N2 - The reporting of findings from Programme for International Student Assessment (PISA) is an important part of educational monitoring in Germany. However, until now, the subsample of students with special educational needs (SEN) had been too small to single out this group and report findings. In PISA 2012, the sample of 9th-grade students in Germany was thus expanded by students with SEN in inclusive settings and students with SEN in an oversample of 49 special schools. This article describes and compares the proficiency of students with SEN in inclusive settings and in special schools. In all 3 PISA domains assessing literacy, reading, mathematics, and science, students with SEN in inclusive settings achieve proficiency Level 2, whereas students with SEN in special schools achieve proficiency Level 1. It turns out that students with SEN have a lower average socioeconomic status than regular students, especially those in special schools. Possible explanations for the higher achievement of students with SEN in inclusive settings are discussed.

AB - The reporting of findings from Programme for International Student Assessment (PISA) is an important part of educational monitoring in Germany. However, until now, the subsample of students with special educational needs (SEN) had been too small to single out this group and report findings. In PISA 2012, the sample of 9th-grade students in Germany was thus expanded by students with SEN in inclusive settings and students with SEN in an oversample of 49 special schools. This article describes and compares the proficiency of students with SEN in inclusive settings and in special schools. In all 3 PISA domains assessing literacy, reading, mathematics, and science, students with SEN in inclusive settings achieve proficiency Level 2, whereas students with SEN in special schools achieve proficiency Level 1. It turns out that students with SEN have a lower average socioeconomic status than regular students, especially those in special schools. Possible explanations for the higher achievement of students with SEN in inclusive settings are discussed.

KW - Didactics/teaching methodology

KW - Inclusion

KW - special educational needs

KW - Secondary school

KW - Educational achievement

UR - http://www.ingentaconnect.com/contentone/springer/jcep/2015/00000014/00000003/art00006

U2 - 10.1891/1945-8959.14.3.343

DO - 10.1891/1945-8959.14.3.343

M3 - Journal articles

VL - 14

SP - 343

EP - 356

JO - Journal of Cognitive Education and Psychology

JF - Journal of Cognitive Education and Psychology

SN - 1810-7621

IS - 3

ER -

DOI