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ERIC Number: EJ970094
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0332-3315
School Matters: How Context Influences the Identification of Different Types of Special Educational Needs
McCoy, Selina; Banks, Joanne; Shevlin, Michael
Irish Educational Studies, v31 n2 p119-138 2012
Despite dramatic changes in Irish special education policy during the last decade, there is little understanding of the factors influencing how special educational needs (SEN) are identified and whether identification varies across different school contexts. International research has tended to focus on how individual child characteristics influence SEN identification. Less attention has been given to other factors such as teacher characteristics or school social mix. Using data from the nine-year-old cohort of the "Growing Up in Ireland study", this article examines which children are most likely to be identified with different SEN types taking into account student social background characteristics, teacher characteristics and school social mix. Findings show that children attending highly disadvantaged school contexts are far more likely to be identified with behavioural problems and less likely to be identified with learning disabilities than children with similar characteristics attending other schools. It seems that "behavioural" issues take precedence over learning difficulties in these schools pointing to a culture of care/containment rather than academic progress. (Contains 2 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland