Zusammenhänge zwischen einem gemeinsamen Unterricht und kognitiven und non-kognitiven Outcomes von Kindern ohne sonderpädagogischen Förderbedarf

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As part of Germany's effort to implement inclusive schooling, an increasing number of students with special educational needs (SEN) attend general education classrooms jointly with students without SEN. While previous studies focused on the effects of inclusive schooling for students with SEN, less attention has been paid to potential consequences of inclusive schooling for students without SEN. We therefore analyzed various indicators of academic achievement (reading comprehension and listening comprehension in German, mathematics), indicators of school-related motivation (self-concept, enjoyment of learning, and boredom), and social integration, comparing these outcomes for students without SEN attending inclusive classrooms with SEN students vs. classrooms without SEN students. In addition, we examined the extent to which the findings varied across different types of SEN. Multi-level analyses of data from the IQB National Assessment Study 2011 that was carried out at the end of fourth grade showed that learning in classrooms together with SEN students was not associated with differential outcomes of children without SEN overall. However, there some results suggest that learning jointly with children with SEN in emotional and social development may be related negatively to some of the analyzed outcomes of children without SEN, yet the effect sizes were small.

Translated title of the contributionAssociations between joint education and cognitive and non-cognitive outcomes of students without special educational needs
Original languageGerman
JournalZeitschrift fur Padagogische Psychologie
Issue number3
Pages (from-to)181-206
Number of pages26
Publication statusPublished - 01.04.2022

Bibliographical note

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    Research areas

  • Educational science - school achievement, school motivation, inclusive schooling, special educational needs, primary school