ABSTRACT

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.

摘要

关于全纳教育的研究，尚不清楚教室组成的差异是否会为有特殊教育需要的学生的教育成果提供不平等的机会。我们调查了学生特征和课堂组成对有特殊教育意义的学生的阅读成绩和社会参与的影响。根据德国小学的50个主流班级样本（1,025个4年级学生，137个有SEN的学生）的样本，多层次分析显示，与其他同学相比，SEN的学生在阅读方面的表现较低，社交参与度也较低。SEN状况与性别，迁移背景，社会经济状况以及影响阅读成绩或社会参与的认知能力没有相互作用。