TY - JOUR

T1 - Wo lernen Kinder mit sonderpädagogischem Förderbedarf besser?

T2 - Ein Vergleich schulischer Kompetenzen zwischen Regel- und Förderschulen in der Primarstufe

AU - Kocaj, Aleksander

AU - Kuhl, Poldi

AU - Kroth, Anna J.

AU - Pant, Hans Anand

AU - Stanat, Petra

PY - 2014/6/13

Y1 - 2014/6/13

N2 - Promoted by the UN Convention on the Rights of Persons with Disabilities, there is a trend towards the inclusive education of students with special educational needs (SEN) in regular classrooms. The present study addresses the question if achievement differences emerge between SEN students who attend a regular primary school and those who attend a school for special education. Based on data from the IQB-Ländervergleich Primarstufe 2011, a national assessment in German primary schools, the achievement of SEN students in regular schools (n∈=∈658) was compared to the achievement of students in special schools (n∈=∈413). Propensity score matching was applied to control for differences in achievement related characteristics between the two groups. After matching, SEN students in inclusive educational settings showed significantly higher test scores in German reading and listening comprehension as well as in mathematics than comparable SEN students in special schools. The effects were more pronounced for students with a special need of learning support than for students with speech and language-related special education support. Possible explanations for the higher achievement of SEN students in regular schools and for differential effects with regard to type of SEN are discussed.

AB - Promoted by the UN Convention on the Rights of Persons with Disabilities, there is a trend towards the inclusive education of students with special educational needs (SEN) in regular classrooms. The present study addresses the question if achievement differences emerge between SEN students who attend a regular primary school and those who attend a school for special education. Based on data from the IQB-Ländervergleich Primarstufe 2011, a national assessment in German primary schools, the achievement of SEN students in regular schools (n∈=∈658) was compared to the achievement of students in special schools (n∈=∈413). Propensity score matching was applied to control for differences in achievement related characteristics between the two groups. After matching, SEN students in inclusive educational settings showed significantly higher test scores in German reading and listening comprehension as well as in mathematics than comparable SEN students in special schools. The effects were more pronounced for students with a special need of learning support than for students with speech and language-related special education support. Possible explanations for the higher achievement of SEN students in regular schools and for differential effects with regard to type of SEN are discussed.

KW - Educational achievement

KW - Inclusion

KW - Primary school

KW - Propensity score matching

KW - Special educational needs

KW - Empirische Bildungsforschung

KW - Erziehungswissenschaften

UR - http://www.scopus.com/inward/record.url?scp=84903161133&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/48804918-a208-3673-9caa-755ca306f38b/

U2 - 10.1007/s11577-014-0253-x

DO - 10.1007/s11577-014-0253-x

M3 - Zeitschriftenaufsätze

VL - 66

SP - 165

EP - 191

JO - Kölner Zeitschrift für Soziologie und Sozialpsychologie

JF - Kölner Zeitschrift für Soziologie und Sozialpsychologie

SN - 0023-2653

IS - 2

ER -