Performance of Students with special educational needs in Germany: Findings from Programme for International Student Assessment 2012
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In: Journal of Cognitive Education and Psychology, Vol. 14, No. 3, 2015, p. 343-356.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -