Der Zusammenhang zwischen Beschulungsart, Klassenkomposition und schulischen Kompetenzen von Kindern mit sonderpädagogischem Förderbedarf
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
Authors
The inclusion of students with special educational needs (SEN) in regular schools aims at reducing disparities related to their placement in special education schools and their socio-cultural background. Based on data from the IQB-Ländervergleich Primarstufe 2011, a national assessment in German primary schools, we examined the effects of classroom composition and school type on SEN students’ achievement in mathematics and German reading comprehension in regular schools (N = 658) and special education schools (N = 413). Significant relationships between average cognitive abilities at the class level and achievement at the individual level indicate that SEN students benefit from attending classrooms with a higher ability level. Regular schools might provide better learning opportunities for SEN students than special education schools.
| Original language | German |
|---|---|
| Title of host publication | Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen |
| Number of pages | 36 |
| Place of Publication | Wiesbaden |
| Publisher | Springer VS |
| Publication date | 24.06.2015 |
| Pages | 335-370 |
| ISBN (Print) | 978-3-658-06603-1 |
| ISBN (Electronic) | 978-3-658-06604-8 |
| DOIs | |
| Publication status | Published - 24.06.2015 |
| Externally published | Yes |
- Empirical education research
- Educational science