NotesFAQContact Us
Search Tips
Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
Call for Feedback

ERIC proposes to expand the peer-reviewed indicator to additional materials. ยป Learn more

Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ938775
Record Type: Journal
Publication Date: 2006
Pages: 13
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-1360-3116
Inclusion and Achievement: Student Achievement in Secondary Schools with Higher and Lower Proportions of Pupils Designated as Having Special Educational Needs
Rouse, Martyn; Florian, Lani
International Journal of Inclusive Education, v10 n6 p481-493 2006
This paper reports on a multi-method study that examined the effects of including higher and lower proportions of students designated as having special educational needs on student achievement in secondary schools. It explores some of the issues involved in conducting such research and considers the extent to which newly available national data in England can be helpful in answering questions about inclusion and achievement. Questions pertaining to the effects of provision on achievement are discussed within a school reform agenda that emphasizes high academic standards, competition between schools and the identification of pupils with special educational needs. (Contains 10 notes and 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: England