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School careers of children with special educational needs in The Netherlands

School careers of children with special educational needs in The Netherlands. ECER 2013 Guuske Ledoux , University of Amsterdam Ed Smeets, Radboud University of Nijmegen The Netherlands. Background. In the Netherlands: change in national policy concerning SEN children

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School careers of children with special educational needs in The Netherlands

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  1. School careers of children with special educational needs in The Netherlands ECER 2013 Guuske Ledoux , University of AmsterdamEd Smeets, Radboud University of Nijmegen The Netherlands

  2. Background • In the Netherlands: change in national policy concerning SEN children • Decisions about allocation of budget will be transferred to regional level (local school boards) • Expectations: more inclusive education, less referral to special education, improved school careers of SEN children

  3. Evaluation program • Different policy goals, different levels of evaluation • Essential: basic information on the present state of school careers and level of achievement of SEN children, both in mainstream and in special education • Intended: repeated measurements afterwards

  4. Research Questions • What is the development of the school careers of SEN-children in primary education, as compared to non-SEN-children? • Does the presence of SEN-children in mainstream classes affect the educational performance of non-SEN-children in these classes?

  5. Methods Large cohort study in primary schools (COOL5-18) • Grades 2, 5 and 8 • 3 Year interval • ‘Pupil Profile’: Questionnaire, completedby teacher forevery pupil in class • ‘SEN Profile’: Questionnaire, completedby teacher forevery pupil in classconsidered to have SEN • Tests and pupil questionnaires . Data linkedwithnational data about school careers

  6. Definition of SEN A pupil with SEN in mainstreameducation is a pupil … • forwhomthere is anindividualeducation plan; and/or • forwhom a specificapproachor extra help is needed; and/or • who has a specificproblemorlearningdifficulty. Judgmentby the teacher

  7. Overviewcareers, %

  8. SEN categorisation (Basedonfrequencies): • Learningproblems • Externalisingorinternalisingproblembehaviour • Fysical, mental orpsychiatric disorders; alsolanguage disorders • Combination of (b) and (c)

  9. School careers x SEN category, %

  10. Other SEN indicators, %

  11. Conclusions 1 • Within mainstream schools the school careers of SEN-pupils are less advantageous as compared to the school careers of non-SEN-pupils • SEN-pupils who have been early identified (at the age of five) also have less advantageous careers as compared to SEN-pupils who have been identified at a later stage (age of eight) • SEN-pupils with more severe and complex problems also perform less well. The worst performance has been found for pupils who are entitled to extra funding or who are placed in a delayed curriculum program.

  12. Class composition • Movement to more inclusive education > implicates more SEN pupils in mainstream schools • Will this affect the achievements and wellbeing of non-SEN pupils?

  13. Methods • Multi level analyses grades 5 and 8 • Dependent variables: test scores and pupil questionnaires > self-efficacy, wellbeing in school and motivation for school work • Independent variables: class composition > % SEN pupils and mean score indicating the ‘weight’ of SEN pupils • Controlling for: gender, socio-economic status

  14. Results for test scores • In grade 5 and 8 small negative effects of the mean ‘weight’ of SEN pupils on the achievement of non-SEN pupils • In grade 5 no effect of % SEN pupils in the classroom on of achievement non-SEN pupils • In grade 8 small positive effect of % SEN pupils in the classroom on achievement of non-SEN pupils

  15. Results on wellbeing etc • No significant effects in grade 5 • In grade 8 small negative effect of the mean ‘weight’ of SEN pupils on the wellbeing of non-SEN pupils

  16. Conclusions 2 • No influence of proportion of SEN-pupils on achievement or wellbeing of their non-SEN classmates; this is consistent with international literature • Negative, but very small influence of the total ‘weight’ of SEN pupils on achievement and wellbeing of their non-SEN classmates • No arguments against more inclusive education

  17. Thank you for your attention foto: Edgar Tossijn gledoux@kohnstamm.uva.nl

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