Die Schülerschaft an Schulen für Kinder und Jugendliche mit einer geistigen Behinderung. Hintergrundmerkmale, Alltagskompetenzen und Verhaltensprobleme

Müller, Christoph Michael; Amstad, Meta; Begert, Thomas; Egger, Sara; Nenniger, Gina; Schoop-Kasteler, Noemi; Hofmann, Verena

doi:10.25656/01:21615

2020

DOI: 10.25656/01:21615

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Die Schülerschaft an Schulen für Kinder und Jugendliche mit einer geistigen Behinderung. Hintergrundmerkmale, Alltagskompetenzen und Verhaltensprobleme

Christoph Michael Müller¹,

Meta Amstad²,

Thomas Begert³

et al.

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Cited by 4 publications

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School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data

Snozzi,

Müller,

Zurbriggen

2024

Research in Spec Educ Needs

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School transfers may be particularly challenging for students with special educational needs (SEN), and may negatively impact academic and social outcomes for these students. In countries with multiple placement options for students with SEN, although transfers between different types of placements are plausible, studies on this phenomenon are rare. The current study investigates individual placement trajectories over 11 years of compulsory education, using administrative data from a Swiss canton (i.e. federal state) about students with intensive SEN support. We employed sequence analysis to describe individual characteristics of placement trajectories (type of placements attended, number and timing of transfers), and to identify typical placement trajectories. Findings indicate that students with SEN experience frequent placement transfers, however, high variability between individual placement trajectories exists. Four clusters representing typical placement trajectories emerged. The clusters differed in the placements predominately attended by students, the number of transfers experienced, as well as in the distribution of students' age, gender and first language. These differences may reflect variations between clusters in the type and severity of students' SEN. Our study results underscore the importance of understanding the dynamics of placement trajectories for students with SEN, contributing valuable insights into the complexities of their educational journeys.

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School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data

Snozzi,

Müller,

Zurbriggen

2024

Research in Spec Educ Needs

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Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

Schoop-Kasteler

Müller

2021

Front. Educ.

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Student-reported peer nominations are typically used to obtain information on the social status (i.e., acceptance and rejection) of students in their classrooms. However, under certain circumstances this assessment method cannot be used, for example for logistical reasons or with students with intellectual disabilities (ID) who are not always able to fill out peer nominations. In such instances, teacher reports on students’ expected nominations may serve as a proxy. As part of a larger study on students with ID, we evaluated the agreement between teachers’ and students’ peer reports regarding individual students’ acceptance and rejection using unlimited nomination procedures in Grades 4–6 mainstream classrooms. As many students with ID cannot fill out peer nominations, this evaluation study used a sample of typically developing students without ID. Teachers (n = 27, Mage = 34.24 years, SD = 10.85; 85.2% female) nominated all peers from the classroom who they believed individual students would report as “liked” and “not liked”. For direct comparison, students (n = 441, Mage = 11.36 years, SD = 0.89; 46.8% female) themselves were also asked to report their “liked” and “not liked” nominations. Students received both more “liked” and more “not liked” nominations from their peers than from their teachers. Students’ social status as calculated from teacher reports showed only partial agreement with social status as calculated from student reports, suggesting that in mainstream classrooms student reports cannot be easily replaced by teacher reports. Perspectives on the application of teacher-reported peer nominations in special needs settings are discussed.

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Classroom influence—Do students with high autistic traits benefit from their classmates’ social skills?

Nenniger

2022

Front. Educ.

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IntroductionChildren and adolescents with intellectual disability (ID) and high levels of autistic traits often attend special needs classrooms where they spend a lot of time with other students who demonstrate diverse impairments and competencies. Research in typical development shows that classmates and the classroom composition in terms of specific classmate competencies can have a strong impact on individual social development. In this context, classmates’ social skills are of particular interest, as they are associated with successful social interaction and the ability to establish and maintain social relationships. Based on these associations, the present study investigated whether the levels of autistic traits and social skills in children and adolescents with ID and high levels of autistic traits are influenced by their classmates’ levels of social skills.MethodsA longitudinal design was used, with the first measurement point at the beginning of the school year and the second at the end of the school year. School staff members provided information on 330 students with ID and high levels of autistic traits (20.6% girls; mean age 10.17 years, SD = 3.74) who were schooled in 142 classrooms across 16 Swiss special needs schools.ResultsResults showed that students’ individual levels of autistic traits and social skills at T2 were not predicted by the classroom level of social skills at T1 when controlling for individual levels of autistic traits, individual levels of social skills, gender, age, and general levels of functioning at T1.DiscussionConsidering the present findings, perspectives for further research and support of children and adolescents with ID and high levels of autistic traits within the classroom context are discussed.

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Die Schülerschaft an Schulen für Kinder und Jugendliche mit einer geistigen Behinderung. Hintergrundmerkmale, Alltagskompetenzen und Verhaltensprobleme

Cited by 4 publications

References 0 publications

School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data

School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data

Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

Classroom influence—Do students with high autistic traits benefit from their classmates’ social skills?

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