The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education (original) (raw)
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Http Dx Doi Org 10 1080 00131880701717222, 2008
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Educational Research
Background: Traditionally, special educational needs (SEN) were often defined in terms of child deficits. Recently, there has been a tendency to define SEN in terms of (additional) support needed in the classroom. However, little is known about how teachers define students with special educational needs. To close this gap, characteristics of teacher-identified students with special educational needs in Dutch mainstream primary education were explored. In order to identify these students, 52 teachers from 14 mainstream primary schools were asked: Which of your students are in need of additional support to achieve set educational goals? It was made clear that educational goals could pertain to a specific subject, but also to a student's social, emotional or behavioural development. Purpose: The study aims at exploring characteristics of students with special educational needs in mainstream primary education of those identified by teachers as in need of (additional) support to attain set educational goals. When teachers assess their students' special educational needs, it is likely that they take students' characteristics into account that could be hindering the learning processes: students' perceived self-competence, teacher-perceived students' on-task behaviour, teacher-perceived relationship with the students and teacher-perceived students' internalising and externalising (problem) behaviour. Thus, the present study was designed to compare these characteristics of teacher-identified students with norm-referenced groups. Sample: A total of 151 students (58.9% boys; mean age 9.7 (0.98)), range 8-12 years) were identified by their teachers as in need of additional support to accomplish set educational goals. Methods: Validated questionnaires measured students' perceived self-competence, teacher-perceived students' on-task behaviour, teacher-perceived relationship with the students and teacher-perceived students' internalising and externalising (problem) behaviour. Scale scores of teacher-identified students were compared with norm-referenced groups. Within-group analysis compared high-to low-achieving teacher-identified students. Results: About two-thirds of teacher-identified students with special educational needs were male and about 40% were scoring higher than the national average in key skills. The majority had no clinical diagnosis (boys 76.4%, girls 82.3%). On average, the characteristics of teacher-identified students with special educational needs did not differ radically from the norm-referenced groups. However, teacheridentified students showed significantly more problematic scores on the scales 'depression' and 'self-competence' than the norm-referenced group. Within-group analysis showed several significant differences between high-and low-achieving teacher-identified students with special educational needs. Conclusion: The group of teacher-identified students with special educational needs was heterogeneous, including boys and girls, high-and low achievers, and mainly *Corresponding author. Email: M.Bruggink@Windesheim.nl children without a clinical diagnosis. The teachers' view demonstrated in this study underlined the multifaceted nature of special educational needs. Therefore, these students should not be regarded a homogenous group that can be defined categorically, rather a group characterised by a spectrum of needs with many variations. Further research is being done by the authors to discriminate sets of support needs of teacher-identified students with special educational needs.
Education and the schooling of those with 'special needs'
The paper is an extended review of SEN as it was about 1988 - the criticisms that were made seem to me to be still applicable. In the paper, criticisms are made of the survey and quantitative approaches beloved of policy makers. It argues for a more critical approach to 'education' not as the name of a system of schools etc but as a critical perspective on the processes that take place in schools and more widely.
2015
Este artigo pretende descrever varios aspetos da segregacao, integracao e inclusao dentro do sistema educativo obrigatorio austriaco. Apos uma introducao que contem definicoes e um resumo internacional, sera brevemente descrito o sistema educativo da Austria. Subsequentemente, tres temas de interesse serao debatidos. Primeiro sera caracterizada a situacao atual referente a inclusao de criancas com necessidades educativas especiais. Esta situacao difere bastante entre estados federais. Serao descritos os desenvolvimentos que conduziram a situacao atual. Em segundo serao apresentados estudos empiricos recentes relativos ao movimento austriaco que almeja a inclusao. Em terceiro e a titulo exemplificativo serao apresentados em detalhe alguns desenvolvimentos recentes, alguns planos e visoes futuras de tres estados federais austriacos.
British Journal of Special Education, 2015
This article examines the pattern of placement of students with significant special educational needs at Statement and School Action Plus levels in English secondary schools, comparing sponsored and converter academies, maintained schools and the newly created free schools, studio schools and university technical colleges for 2013 and 2014. The analysis shows a clear pattern of differences: converter academies (which are governed by their own governing body) had significantly lower proportions of students with significant special educational needs overall than maintained (those remaining under local authority management) and sponsored academies (those considered to be weak/failing schools forced to become academies with outside sponsors that oversee the schools). There was a similar pattern of findings for most areas of special educational needs, except visual impairment and autistic spectrum disorder. The pattern of placement of students with Statements in the newly created free schools also showed that some free schools have unusually high proportions of students with special educational needs. These findings are discussed in terms of the bs_bs_banner PLACEMENT OF SECONDARY SCHOOL STUDENTS
Special Education and the Risk of Becoming Less Educated in Germany and the United States* by
2015
Over the twentieth century, a growing group of students has been transferred into considerably expanded special education systems. These programs serve children with diagnosed impairments and disabilities and students with a variety of learning difficulties. Children and youth “with special educational needs ” constitute a heterogeneous group with social, ethnic, linguistic, and physical disadvantages. An increasingly large percentage of those students at risk of leaving school without credentials participate in special education, a highly legitimated low status (and stigmatizing) school form. While most countries commit themselves to school integration or inclusive education to replace segregated schools and separate classes, cross-national and regional comparisons of special education’s diverse student bodies show considerable disparities in their (1) rates of classification, (2) provided learning opportunities, and (3) educational attainments. Analyzing special education demograp...
Journal of Intellectual Disability Research, 2013
Background Studies from the UK have shown that children with Down syndrome acquire more academic skills in regular education. Does this likewise hold true for the Dutch situation, even after the effect of selective placement has been taken into account? Method In 2006, an extensive questionnaire was sent to 160 parents of (specially and regularly placed) children with Down syndrome (born 1993-2000) in primary education in the Netherlands with a response rate of 76%. Questions were related to the child's school history, academic and nonacademic skills, intelligence quotient, parental educational level, the extent to which parents worked on academics with their child at home, and the amount of academic instructional time at school. Academic skills were predicted with the other variables as independents.