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ERIC Number: EJ941986
Record Type: Journal
Publication Date: 2007-Nov
Pages: 7
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1471-3802
SEN Inclusion and Pupil Achievement in English Schools
Farrell, Peter; Dyson, Alan; Polat, Filiz; Hutcheson, Graeme; Gallannaugh, Frances
Journal of Research in Special Educational Needs, v7 n3 p172-178 Nov 2007
This paper presents and discusses the key findings from a study funded by the Department for Education and Skills (DfES) that explored the relationship between achievement and inclusion in mainstream schools in England. Overall the results indicate that, although there is a small statistical relationship between inclusion and academic achievement, this is unlikely to impact on a school's overall performance. This is partly because of the large degree of variation among schools, suggesting that there are other factors within a school's make up rather than its degree of inclusivity which impact on the average achievements of its pupils. This was confirmed by the findings from a number of case study visits. The overall conclusion from the study is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils through including pupils with special educational needs (SEN) in their schools.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)