Disabled Peers and Academic Achievement

Friesen, Jane; Hickey, Ross; Krauth, Brian

doi:10.1162/edfp_a_00003

Cited by 33 publications

(22 citation statements)

References 15 publications

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“…mathematics and reading) of children without SEN in inclusive classrooms. That being said, Friesen, Hickey, and Krauth (2010) and Hanushek, Kain, and Rivkin (2002) found no significant effect of the presence of children with behavioural disorders in inclusive classrooms. In this regard, Ruijs (2017), moreover, Ruijs, Van Der Veen, and Peetsma (2010) and Farrell et al (2007) found no statistically significant effect of the presence of students with SEN on the academic achievement level of their classmates without SEN. On the other hand, Kristoffersen et al (2015) pointed out that the presence of students with behavioural disorders has a negative effect of one standard deviation on the achievement level in mathematics of their peers without SEN.…”

Section: Introduction: Inclusion and Achievementmentioning

confidence: 89%

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Krammer

Gasteiger‐Klicpera

Holzinger

et al. 2019

International Journal of Inclusive Education

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This article investigates the relationship between the achievement level of students in classes and the presence of students identified as having special needs in inclusive settings. In particular, it examines whether the presence of students with special educational needs in inclusive classrooms has an effect on the national mathematics standards achievement of their fellow students. In order to do so, the national standard scores of approximately 75,000 fourth graders in mathematics were used as dependent variable in multi-level regression modelling. As independent variables at class level the number of students with special needs and at the individual level socioeconomic , cultural and ethnic background variables were used together with gender and age. Results show only a very small effect of the presence of students with special needs on the national mathematics standard scores of their classmates. The effect can be either positive or negative depending on further class conditions.

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Section: Introduction: Inclusion and Achievementmentioning

confidence: 89%

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Krammer

Gasteiger‐Klicpera

Holzinger

et al. 2019

International Journal of Inclusive Education

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“…In the scant empirical research that does exist on the peer effects of classmates with disabilities, the literature has focused exclusively on achievement (see, for example, Friesen, Hickey, & Krauth, 2010;Hanushek et al, 2002). Most relevant is the work of Fletcher (2009Fletcher ( , 2010, who utilizes the same data set as in this current study.…”

mentioning

confidence: 99%

Classmates With Disabilities and Students’ Noncognitive Outcomes

Gottfried

2014

Educational Evaluation and Policy Analysis

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The increasing trend of placing students with disabilities in general education classrooms has raised questions among researchers, policymakers, practitioners, and parents about classmate peer effects on all students. However, little is known about the peer effects of classmates with disabilities on the outcomes of other students in the classroom; no research has evaluated these peer effects on other students' noncognitive outcomes though they are highly predictive of schooling and lifelong success. The purpose of this study is to fill this research gap by using quasi-experimental methods on a nationally representative data set (i.e., Early Childhood Longitudinal Study-Kindergarten Class) of elementary school students to examine the peer effects of classmates with disabilities on five noncognitive scales for classmates without disabilities. The findings indicate that students with a greater number of classmates with disabilities have higher externalizing and internalizing behavioral problems and lower frequencies of self-control, approaches to learning, and interpersonal skills. The findings are differentiated by disability category of a student's classmates and are moderated by individual and contextual factors. Implications for policy and practice are addressed.

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“…15 15 This disaggregation of special needs into three categories follows work by Hanushek, Kain, and Rivkin (2002) and Friesen, Hickey, and Krauth (2010). Learning and behavioural disabilities together account for about 70% of disabled students in B.C. …”

mentioning

confidence: 99%

Sorting, peers, and achievement of Aboriginal students in British Columbia

Friesen

Krauth

2010

Canadian J of Economics

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We examine the contribution of differences in school environments to the gap in education outcomes between Aboriginal and non-Aboriginal students. We find both substantial school-level segregation of Aboriginal and non-Aboriginal students and a substantial gap in test scores. Conventional achievement gap decompositions attribute roughly half of the grade 7 test score gap to between-school differences and half to withinschool differences. The segregation of Aboriginal students suggests that peer effects might explain some of these between-school achievement differences. However, we find that peer effects associated with a greater proportion of Aboriginal peers, if anything, improve value-added exam outcomes of Aboriginal students. JEL classification: I21 Classement, pairs et résultats desétudiants aborigènes en Colombie Britannique. On examine la contribution des différences dans les environnements scolaires pour expliquer l'écart entre les résultatséducationnels desétudiants aborigènes et non-aborigènes. On découvreà la fois un degré de ségrégation substantiel entreétudiants aborigènes et nonaborigènes, et unécart substantiel dans les résultats des tests. La décomposition conventionnelle desécarts de résultats pour lesélèves de 7 e année attribue en gros la moitié desécartsà des différences entreécoles, et l'autre moitiéà des différencesà l'intérieur deś ecoles. La ségrégation desélèves aborigènes suggère que l'effet des pairs pourrait expliquer une portion des différences entreécoles. Cependant, on découvre que les effets de pairs associésà la présence d'une plus grande portion de pairs, s'ils ont un impact quelconque, améliorent les résultats desétudiants aborigènes dans les examens qui mesure les progrès.

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Disabled Peers and Academic Achievement

Cited by 33 publications

References 15 publications

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Inclusion and standards achievement: the presence of pupils identified as having special needs as a moderating effect on the national mathematics standards achievements of their classmates

Classmates With Disabilities and Students’ Noncognitive Outcomes

Sorting, peers, and achievement of Aboriginal students in British Columbia

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