Disability, education and training

Jones, Melanie

doi:10.1057/elmr.2010.49

Cited by 6 publications

(7 citation statements)

References 4 publications

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“…Children with special educational needs (SEN) and disability are well known to fare worse in terms of educational attainment during their school years, and this can have long‐term consequences for their opportunities and outcomes into adulthood (Loprest & Maag, ; Jones, ). Part of the reason may lie with the nature of the SEN, for example speech, language and communication difficulties, sensory impairments or attention deficit hyperactivity disorder (ADHD), which imply particular difficulties with educational attainment.…”

Section: Introductionmentioning

confidence: 99%

The early academic progress of children with special educational needs

Parsons¹,

Platt

2017

British Educational Res J

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Children with special educational needs (SEN) are known to experience lower average educational attainment than other children during their school years. But we have less insight into how far their poorer educational outcomes stem from their original starting points or from failure to progress during school. The extent to which early identification with SEN delivers support that enables children who are struggling academically to make appropriate progress is subject to debate. This is complicated by the fact that children with SEN are more likely to be growing up in disadvantaged families and face greater levels of behavioural and peer problems, factors which themselves impact attainment and progress through school. In this paper, we evaluate the academic progress of children with SEN in England, drawing on a large-scale nationally representative longitudinal UK study, the Millennium Cohort Study, linked to administrative records of pupil attainment. Controlling for key child, family and environmental factors, and using the SEN categories employed at the time of data collection, we first establish that children identified with SEN in 2008, when they were age 7, had been assessed with lower academic competence when they started school. We evaluate their progress between ages 5-7 and 7-11. We found that children identified with SEN at age 7 tended to be those who had made less progress between ages 5 and 7 than their comparable peers. However, children with SEN continued to make less progress than their similarly able peers between ages 7 and 11. Implications are discussed. . A key issue is whether the average poorer levels of attainment in later school life of children with SEN reflect the persistence of earlier problems, or whether they reveal a failure to progress at the same rate as peers with similar early cognitive skills, which would result in a widening gap through the school years. While the former scenario would appear consistent with identification with SEN in the first place, the latter raises questions about the effectiveness of SEN support.It could be argued that it is unreasonable to expect children identified with SEN to make the same rate of progress as their similarly able peers, especially for those with needs that particularly impede learning. However, taking the overarching-and diverse-SEN category as a whole, while we may not expect equality of attainment between children with and without SEN, it seems less evident why children with SEN who have reached a particular educational level should make less subsequent progress than other children attaining that level, especially if they are receiving additional support. While recognising that progress is itself a complex and contested concept, as we operationalise it here it provides a reasonable indication of ongoing development and realisation of potential among children who in past eras might have been 'written off' as benchmarked against those with comparable levels of initial academic attainment.Department for Education statistics (DfE, 2015) in...

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Section: Introductionmentioning

confidence: 99%

The early academic progress of children with special educational needs

Parsons¹,

Platt

2017

British Educational Res J

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“…Study 2 hopes to replicate the findings of Jones (2010) and Georgellis & Lange (2007) using recent, Canadian data. While Study 2 is most similar to the study by Jones (2010), it differs significantly in the use of Canadian data (versus UK). Another significant difference between the GSS database, and the Quarterly Labour Force Survey used by Jones (2010) is the ability to differentiate between employer, coworkers, and employee sponsored training.…”

Section: Overview Of Study 2: Disability Status and Access To Work-re...mentioning

confidence: 91%

“…Similarly, a 2008 study using United Kingdom based data through the Quarterly Labour Force Survey revealed that those with disabilities did not differ significantly in relation to the quantity and quality of work-related training but did differ in terms of educational attainments (Jones, 2010). Study 2 hopes to replicate the findings of Jones (2010) and Georgellis & Lange (2007) using recent, Canadian data. While Study 2 is most similar to the study by Jones (2010), it differs significantly in the use of Canadian data (versus UK).…”

Section: Overview Of Study 2: Disability Status and Access To Work-re...mentioning

confidence: 96%

“…While Study 2 is most similar to the study by Jones (2010), it differs significantly in the use of Canadian data (versus UK). Another significant difference between the GSS database, and the Quarterly Labour Force Survey used by Jones (2010) is the ability to differentiate between employer, coworkers, and employee sponsored training. This difference enables me to identify differential access to different types of training, in order to more narrowly identify where barriers may exist.…”

Section: Overview Of Study 2: Disability Status and Access To Work-re...mentioning

confidence: 97%

“…For example, employers are less likely to train older or female employees, as they anticipate they will spend less time in the labour market (Blundell, Dearden, Meghir, & Sianesi, 1999). Employers will be less likely to invest in training employees with disabilities if they perceive them as more likely to leave the labour market (Jones, 2010). Discrimination by employers towards those with disabilities is often implicit and driven by "calculations of business utility" (Draper, Reid, & McMahon, 2011, p. 31).…”

Section: Employer Sponsored Trainingmentioning

confidence: 99%

See 2 more Smart Citations

Identifying with Disability: Benefit or Barrier? A Three-Part Study Examining the Impact of Disability on Over-Qualification, Access to Work-Related Training, and Inclusion in University Classrooms

Emanuel

2024

Preprint

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<p>Despite Canada's commitment against discrimination, workers with disabilities face barriers to labour market participation. Relying on Human Capital Theory, Signaling Theory, and Stigma theory, this three-part study examines impact of disability status in three distinct contexts. Study 1 explores the relationship between disability status and job-qualification mismatches in a representative sample of 7172 respondents from Statistics Canada's General Social Survey (GSS) data bases. Disability status is negatively corelated with horizontal job education match, and positively corelated with perceptions of under-qualification. Study 2 explores the relationship between disability status and work-related training using a series of logistic regressions, and a GSS sample of n =7, 154. Disability status is negatively corelated with the probability of receiving employer-sponsored training. Study 3 tests the impact of disclosing disability related information university project team inclusion decisions. Using a sample of 378 TMU students, Study 3 found that signaling diabetes had no main effect on inclusion ratings, but diabetes-related stigma negatively predicted the inclusion of those with diabetes. Taken together, these studies failed to prove disability status as a consistent disadvantage. Instead, unanticipated results suggest a more complex relationship between disability status and labour market outcomes. I discuss the implications of these findings and suggest directions for future research.</p>

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Disability and Life Satisfaction: The Role of Accessibility

Bellia,

Corsini

2024

J Happiness Stud

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Disability, education and training

Cited by 6 publications

References 4 publications

The early academic progress of children with special educational needs

The early academic progress of children with special educational needs

Identifying with Disability: Benefit or Barrier? A Three-Part Study Examining the Impact of Disability on Over-Qualification, Access to Work-Related Training, and Inclusion in University Classrooms

Disability and Life Satisfaction: The Role of Accessibility

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