Effects of special educational needs and socioeconomic status on academic achievement. Separate or confounded?

Lenkeit, Jenny; Hartmann, Anne; Ehlert, Antje; Knigge, Michel; Spörer, Nadine

doi:10.1016/j.ijer.2022.101957

Cited by 10 publications

(11 citation statements)

References 33 publications

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“…Indeed, children that are at-risk due to family background, usually lack the opportunities to develop their cognitive [ 8 ] and language skills [ 52 ] in their home environment, and, thus, they lag behind their average-performing peers. With the right kind of early education support, these children have the possibility to develop their skills, which can have a huge effect on their later success during formal schooling [ 5 , 8 ].…”

Section: Discussionmentioning

confidence: 99%

“…During these years, in particular, the development of cognitive and academic skills is highly interrelated [ 4 ]. Thus, early childhood education has an important role in children’s development, especially for children with special educational needs (SEN) [ 3 ] whose later academic success is at risk [ 5 ]. Children with SEN are not a homogeneous group, but rather include a wide range of children with various types and extents of learning difficulties or disabilities [ 4 , 6 ]; stemming, for instance, from biological, neurobiological, intellectual, genetic, or environmental factors [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

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Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review

et al. 2022

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This systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on cognitive and academic skills in 3- to 7-year-old children with special educational needs. The review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) statement. A literature search was carried out in April 2020 (updated in January 2022) using seven electronic databases, including ERIC, Scopus, Web of Science, PsycINFO, CINAHL, PubMed, and SPORTDiscus. The methodological quality of the studies was assessed with Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. Cohen’s d effect sizes and post-hoc power analyses were conducted for the included studies. Altogether 22 studies (1883 children) met the inclusion criteria, representing children at-risk for learning difficulties, due to family background (nstudies = 8), children with learning difficulties (nstudies = 7), learning disabilities (nstudies = 5), and physical disabilities (nstudies = 2). Two of the included 22 studies displayed strong, one moderate, and 19 studies weak methodological quality. The intervention effects appeared to be somewhat dependent on the severity of the learning difficulty; in cognitive and language skills, the effects were largest in children at-risk due to family background, whereas in executive functions the effects were largest in children with learning disabilities. However, due to the vast heterogeneity of the included studies, and a rather low methodological quality, it is challenging to summarize the findings in a generalizable manner. Thus, additional high-quality research is required to determine the effectiveness of the interventions.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review

et al. 2022

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“…Siiski on protseduurilised ja mõistelised teadmised omavahel seo tud ning üht tüüpi teadmiste ja oskuste areng toetab ka teist tüüpi tead miste ja oskuste arengut (RittleJohnson et al, 2001). Üldjuhul on HEV õpilastel kehve mad matemaatikaoskused kui nende eakaaslastel, kellel ei ole haridus likku erivajadust tuvastatud (Lenkeit et al, 2022;Mattison et al, 2022). Samas jätkavad matemaatikaraskustega õpilased väiksema tõenäosusega oma haridus teed pärast põhikooli lõppu ning neil võib olla ka raskusi edaspidises tööelus (Hakkarainen et al, 2016).…”

Section: Lugemis Ja Matemaatikaoskusunclassified

Reading and math skills of students with special educational needs in regular and special classes

Sigus¹,

Soodla²,

Mädamürk³

2023

EHA

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Selle uurimistöö eesmärk on kirjeldada hariduslike erivajadustega (HEV) õpilaste lugemis- ja matemaatikaoskuste seoseid tava- või eriklassis õppimisega. Valimisse kuulus 3369 kolmanda klassi last (poisse 50%, 209 klassist, 135 koolist) ning 3340 kuuenda klassi last (poisse 51%, 200 klassist, 134 koolist) eesti- ja venekeelsetest koolidest. Õpilased täitsid koolitundide ajal veebipõhised lugemise ladususe, loetu mõistmise, arvutamise ja tekstülesannete testid. Tulemustest selgus, et tava- ja eriklassis õppivate HEV õpilaste lugemis- ja matemaatikaoskused olid sarnasel tasemel, välja arvatud vene õppekeelega koolide kuuendates klassides, kus tavaklassis õppivad HEV õpilased said tekstülesannete lahendamises kõrgema skoori võrreldes eriklassis õppivate HEV õpilastega. Uuring annab esmase ülevaate eesti- ja venekeelsete koolide kolmandate ja kuuendate klasside HEV õpilaste kaasamise olukorrast ja akadeemilistest oskustest. Summary

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“…Educational statistics have shown that a growing number of students with special educational needs (SEN), such as learning disorders, are accepted into different university programs. Now most universities and highereducational institutions in western countries are developing supportive strategies and plans addressing the needs of their students with disabilities to provide effective individualized learning environments that maximize academic and social development (e.g., Lenkeit et al,2022;Annemarie & Cate, 2011;Dermody & Majekodunmi, 2011;Mauceri et al, 2011;Bossaert et al, 2012;López et al, 2013;Madaus et al, 2022;Atkins, et al, 2022). In this context, Lenkeit et al (2022) stressed the importance of educators finding an integral approach to support.…”

Section: Introductionmentioning

confidence: 99%

“…Now most universities and highereducational institutions in western countries are developing supportive strategies and plans addressing the needs of their students with disabilities to provide effective individualized learning environments that maximize academic and social development (e.g., Lenkeit et al,2022;Annemarie & Cate, 2011;Dermody & Majekodunmi, 2011;Mauceri et al, 2011;Bossaert et al, 2012;López et al, 2013;Madaus et al, 2022;Atkins, et al, 2022). In this context, Lenkeit et al (2022) stressed the importance of educators finding an integral approach to support. necessary, and universities need to adopt academic and administrative strategies for these students and need to ensure that such strategies are implemented effectively.…”

Section: Introductionmentioning

confidence: 99%

An Empirical Examination of Universities’ Strategies for Supporting Students with Special Learning Disorder in Developing Countries: A Predictive Model Using Mixed-Methods Research

Taha¹

2022

EPESS

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Educational statistics have shown a growing number of students with special educational needs (SEN), such as learning disorders accepted into different university programs; empirical evidence indicates that they still face difficulties in adapting to the learning environment and education process. In contrast, little empirical research in developing countries has tested strategies that universities can adopt to support these students. Nevertheless, our preliminary study revealed that many Egyptian universities remain unprepared to deal with disabled students. This study has taken a further significant step in contributing to both theory and practice and helps address some gaps in the current body of literature through: (a) Providing a deeper understanding of students with SEN, explicitly learning disorder in developing countries. (b) Outlining some supportive strategies needed to be addressed by universities to meet the needs of these students before and during their course study. (c) Developing and validating a mathematical model predicting and examining the perceived effectiveness of these strategies. The current study used mixed methods research (MMR) as a methodological research paradigm for gathering, assessing, and mixing both qualitative and quantitative approaches to enhance the integrity of the research finding and comprehensively understand a research phenomenon. The developed questionnaire was pretested, and feedback from the pretest and the panel of experts was used to revise the survey instrument. The reliability of instruments was assessed and showed high using internal consistency (Cronbach's alpha > 0.8). Multiple regression analysis with its associated statistical inference tests was applied. Based on our findings, the study has made a number of important managerial and academic implications. These findings provide valuable guidance for researchers and practitioners, open areas for future research, and add empirical weight to research addressing developing countries.

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Effects of special educational needs and socioeconomic status on academic achievement. Separate or confounded?

Cited by 10 publications

References 33 publications

Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review

Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review

Reading and math skills of students with special educational needs in regular and special classes

An Empirical Examination of Universities’ Strategies for Supporting Students with Special Learning Disorder in Developing Countries: A Predictive Model Using Mixed-Methods Research

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