ERIC Number: EJ1223156
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
EISSN: N/A
Do Differences in Classroom Composition Provide Unequal Opportunities for Academic Learning and Social Participation of SEN Students in Inclusive Classes in Primary School?
Scharenberg, Katja; Rollett, Wolfram; Bos, Wilfried
School Effectiveness and School Improvement, v30 n3 p309-327 2019
Regarding research on inclusive education, it is unknown whether differences in classroom composition provide unequal opportunities for educational outcomes of students with special educational needs (SEN). We investigated effects of student characteristics and classroom composition on reading achievement and social participation of SEN students. Based on a sample of 50 mainstream classes (1,025 Grade 4 students, 137 with SEN) in German primary schools, multilevel analyses showed that SEN students achieved lower in reading and perceived a lower social participation than other classmates. SEN status did not interact with gender, migration background, socioeconomic status, and cognitive ability affecting reading achievement or social participation. There was no evidence of classroom composition effects on the association between SEN status and reading achievement or social participation at the student level: Regarding the observed indicators, we found no significant evidence that inclusive classrooms offer unequal opportunities for learning and social development of primary-school students with SEN.
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Classroom Environment, Equal Education, Academic Achievement, Student Participation, Special Needs Students, Special Education, Inclusion, Gender Differences, Migration, Socioeconomic Status, Cognitive Ability, Reading Achievement, School Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A