Wo lernen Kinder mit sonderpädagogischem Förderbedarf besser? Ein Vergleich schulischer Kompetenzen zwischen Regel- und Förderschulen in der Primarstufe

Kocaj, Aleksander; Kuhl, Poldi; Kroth, Anna J.; Pant, Hans Anand; Stanat, Petra

doi:10.1007/s11577-014-0253-x

Cited by 106 publications

(44 citation statements)

References 171 publications

(218 reference statements)

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“…Kasper, Wendt, Bos, & Köller, 2016). Conversely, after controlling for differences in student intake characteristics, children with SEN performed better in inclusive classes in regular schools than comparable children in special schools (Kocaj, Kuhl, Kroth, Pant, & Stanat, 2014). These findings are in line with international empirical research on this topic (see section on empirical evidence).…”

Section: Inclusion and Effectiveness Of Inclusive Education In Germanysupporting

confidence: 83%

“…For the US, Cole, Waldron, and Majd (2004) found no differences in academic progress in reading and mathematics in elementary schools between inclusive classes and traditional separate classes for SEN students with learning and mild mental disabilities. For Germany, Kocaj et al (2014) examined achievement differences between SEN students in special and regular primary schools by means of propensity score matching (PSM) resulting in small advantages in favour of inclusive educational settings, although differences were more pronounced for students with learning disabilities. In sum, most studies reported small positive or neutral achievement effects of inclusive education (cf.…”

Section: Empirical Evidence On Effects Of Inclusive Education On Achimentioning

confidence: 99%

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Do differences in classroom composition provide unequal opportunities for academic learning and social participation of SEN students in inclusive classes in primary school?

Scharenberg

Rollett

Bos

2019

School Effectiveness and School Improvement

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Regarding research on inclusive education, it is unknown whether differences in classroom composition provide unequal opportunities for educational outcomes of students with special educational needs (SEN). We investigated effects of student characteristics and classroom composition on reading achievement and social participation of SEN students. Based on a sample of 50 mainstream classes (1,025 Grade 4 students, 137 with SEN) in German primary schools, multilevel analyses showed that SEN students achieved lower in reading and perceived a lower social participation than other classmates. SEN status did not interact with gender, migration background, socioeconomic status, and cognitive ability affecting reading achievement or social participation. There was no evidence of classroom composition effects on the association between SEN status and reading achievement or social participation at the student level: Regarding the observed indicators, we found no significant evidence that inclusive classrooms offer unequal opportunities for learning and social development of primary-school students with SEN.

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Section: Inclusion and Effectiveness Of Inclusive Education In Germanysupporting

confidence: 83%

Section: Empirical Evidence On Effects Of Inclusive Education On Achimentioning

confidence: 99%

Do differences in classroom composition provide unequal opportunities for academic learning and social participation of SEN students in inclusive classes in primary school?

Scharenberg

Rollett

Bos

2019

School Effectiveness and School Improvement

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“…Das entspricht den Ergebnissen der beiden länderübergreifend repräsentativen Vergleichsstudien des Instituts für Qualitätsentwicklung im Bildungssystem (vgl. Kocaj, Kuhl, Kroth, Pant & Stanat, 2014;Stanat, Schipolowski, Rjosk, Weirich & Haag, 2017, Kap. 10), die bei Kontrolle aller lernrelevanten Individualfaktoren sehr deutliche Kompetenzvorsprünge in inklusiven Settings sowohl für sonderpädagogisch im Schwerpunkt "Lernen" als auch im Schwerpunkt "Sprache" geförderte Kinder mit bis zu einem Lernjahr Diff erenz gegenüber den entsprechenden Förderschulen feststellten.…”

Section: Blicke Auf Die Wege Zur Inklusiven Schullandschaft -Berichteunclassified

Inklusive Unterrichts- und Schulentwicklung auf dem Prüfstand. Ein Kommentar zu vier abgeschlossenen Projekten

Preuss-Lausitz¹

2018

DDS

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“…Independent from the legal determination (United Nations Convention on the Rights of Persons with Disabilities), most of the research results promote inclusive concepts for schools [e.g. 1,2]. However, there are ambiguous findings.…”

Section: Introductionmentioning

confidence: 99%

Impacts of the Response-to-Intervention Approach on German Elementary Students

Voß¹,

Blumenthal²

2019

IJTIE

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Since the ratification of the Convention on the Rights of Persons with Disabilities Germany has been forced to restructure the school system towards an inclusive education. This is a challenge for Germany as there is a high rate of students with special educational needs and a highly selective school system. In the following report, the Rügen Inclusion Model (RIM) will be described as an alternative inclusive schooling concept. RIM is conceptually based on the US Response-to-Intervention (RTI) approach. Being the first largescale implementation of RTI structures in Germany, the study will focus on how RTI can be successfully implemented and if it is viable for successful prevention of special educational needs and an appropriate inclusive schooling model. Starting from a brief introduction to RTI, the RIM concept is outlined by taking into account individual core elements. Subsequently, we give an overview of the results of the comprehensive evaluation study. Within a control group study (treatment group N = 441, control group N = 385) the effectiveness of RIM was compared with traditional schooling structures. Systemic variables and students-related data were evaluated at the end of elementary school. All in all, the RTI approach seems to be a promising framework model for an inclusive school system in Germany.

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Wo lernen Kinder mit sonderpädagogischem Förderbedarf besser? Ein Vergleich schulischer Kompetenzen zwischen Regel- und Förderschulen in der Primarstufe

Cited by 106 publications

References 171 publications

Do differences in classroom composition provide unequal opportunities for academic learning and social participation of SEN students in inclusive classes in primary school?

Do differences in classroom composition provide unequal opportunities for academic learning and social participation of SEN students in inclusive classes in primary school?

Inklusive Unterrichts- und Schulentwicklung auf dem Prüfstand. Ein Kommentar zu vier abgeschlossenen Projekten

Impacts of the Response-to-Intervention Approach on German Elementary Students

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