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ERIC Number: ED562807
Record Type: Non-Journal
Publication Date: 2014
Reference Count: 34
Is Transition to a Special Education School an Effective Answer to Mathematics Difficulties?
Vanlaar, Gudrun; Vandecandelaere, Machteld; De Fraine, Bieke; De Witte, Kristof; Van Damme, Jan
Society for Research on Educational Effectiveness
In this paper, the authors looked at the effectiveness of special education schools for mathematics learning. Mathematics education is a key to increasing the later professional and citizenship opportunities of students and mathematical understanding influences decision making in all areas of life. Additionally, math failure correlates highly with referral to special education, grade retention, and school dropout and are cumulative and worsen with time, therefore, early identification and intervention is important. Empirical data from Flanders, the Dutch-speaking part of Belgium, was used, which makes an interesting case study as it has a strong tradition of separate special education. Study results indicated that students with special educational needs are better off in mainstream education than in a special education school, at least as far as mathematics goes. Also, practical implications suggest that transferring students to special schools is, on average, not beneficial. One figure and one table are appended.
Descriptors: Special Education, Learning Problems, Mathematics Instruction, Student Needs, Mainstreaming, Special Schools, Foreign Countries, Quasiexperimental Design, Experimental Groups, Control Groups, Mathematics Achievement, Student Characteristics, Databases, Teacher Surveys, Questionnaires, Parent Surveys, Scores, Elementary Schools, Longitudinal Studies
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Publication Type: Reports - Research
Education Level: Elementary Education
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Belgium