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ERIC Number: EJ983381
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0885-6257
The Identification of Special Educational Needs and the Month of Birth: Differential Effects of Category of Need and Level of Assessment
Squires, Garry; Humphrey, Neil; Barlow, Alexandra; Wigelsworth, Michael
European Journal of Special Needs Education, v27 n4 p469-481 2012
The processes around the identification of special educational needs (SEN) should mean that those pupils who need most help receive it. However, there are concerns that this process is not working and there is an over-identification of pupils with SEN. Previous international research has shown that summer-born children are more likely to be identified as having SEN. However, these studies tend to treat SEN as a homogenous group. In this paper, we explore the extent to which the month-of-birth effect can be seen in subgroups of SEN. A survey of 450 schools in England was undertaken to explore the levels of provision and categories of SEN for 15,640 pupils. This led to differential month-of-birth effects being noted in category of SEN, with moderate learning difficulties being most susceptible. We hypothesise that teachers may be labelling younger children within the year group on the basis of political aspirations of attainments to be reached by the end of the academic year. When more thorough, multiprofessional assessments are undertaken, the month-of-birth effect is no longer evident. This has clear implications for assessment; identification; allocation of scarce educational resources; for educational policy on monitoring school performance and initial teacher training. (Contains 5 tables and 5 figures.)
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 Secondary Education; Grade 1; Grade 10; Grade 5; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)