Zuwanderungsbezogene Disparitäten bei der Diagnose eines sonderpädagogischen Förderbedarfs Lernen und der besuchten Schulart

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Authors

Data from the German Federal Statistical Office indicate that children with an immigrant background are overrepresented in special schools. In previous studies this finding has often been interpreted as an indication of ethnic discrimination. However, this interpretation is quite controversial. The present study investigates whether the immigrant background of a child is associated with a diagnosis of special educational needs in the area of learning (SEN-L) and with the type of schooling. The analyzes are based on data derived from a national assessment study in Germany with N = 27,081 fourth graders, thereof n = 713 with SEN-L in regular and special schools. Controlling for differences in social background, cognitive abilities and academic achievement, the results of logistic regression analyzes indicate that children with immigrant background are less likely to have a SEN-L diagnosis and to attend a special school than non-immigrant children. These findings are discussed in terms of the relevance of background characteristics for the diagnosis of SEN-L and the decision about the type of schooling.
Translated title of the contributionImmigration-related disparities in having a diagnosis of special educational needs in the area of learning and the type of schooling
Original languageGerman
JournalZeitschrift für Erziehungswissenschaft
Volume22
Issue number4
Pages (from-to)771-789
Number of pages19
ISSN1434-663X
DOIs
Publication statusPublished - 01.08.2019

    Research areas

  • Educational science - Diagnosis of special educational needs, Immigration-related disparities, Learning support, Special educational needs, Type of schooling