Several gaps exist in the standardised assessment of pupils with Special Educational Needs and Disabilities (SEND ) in the Irish mainstream education context at the point of transition from primary to post‐primary school. These gaps may lead to a lack of adequate focus on the continuity of resources at this timepoint. The current study examined academic and social attainment in three cohorts of pupils in Ireland (Attention Deficit Hyperactivity Disorder, ADHD , N = 12; Mild General Learning Difficulties, MGLD , N = 12; and typically developing individuals, N = 11). Four standardised measures were used in a non‐experimental design to assess cognitive attainment (Wide Range Achievements Test 4, WRAT ‐4), learning competency and self‐concept (Myself as a Learner Scale, MALS ; the Burnett Self Scale, BSS ), and perceived control (Multidimensional Measure of Children's Perception of Control scale, MMCPC ) across the three groups prior to transition to post‐primary school. Results indicated that the typically developing pupils performed strongest on attainment followed by those with ADHD and MGLD . While the latter two groups were weaker on attainment, neither group perceived of themselves as weaker. The results are discussed within the context of formal assessment for pupils with SEND in mainstream education and how these diverse outcomes may have implications for policy.

中文翻译：

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爱尔兰共和国主流教育中患有注意力缺陷多动障碍和轻度一般学习障碍的学生的学术和社会概况

在爱尔兰主流教育背景下，从小学过渡到中学后，对有特殊教育需求和残疾的学生 (SEND) 的标准化评估存在一些差距。这些差距可能导致在这个时间点对资源的连续性缺乏足够的关注。目前的研究检查了爱尔兰三组学生的学业和社会成就（注意力缺陷多动障碍，ADHD，N = 12；轻度一般学习困难，MGLD，N = 12；典型发育个体，N = 11）。在非实验设计中使用了四种标准化措施来评估认知成就（广泛成就测试 4，WRAT ‐4）、学习能力和自我概念（我自己作为学习者量表，MALS；伯内特自我量表，BSS），和感知控制（多维儿童控制感知量表，MMCPC）在过渡到小学后的三个组中。结果表明，典型发育的学生在成绩方面表现最好，其次是患有多动症和 MGLD 的学生。虽然后两组在成就上较弱，但两组都认为自己较弱。在对主流教育中患有 SEND 的学生进行正式评估的背景下讨论了这些结果，以及这些不同的结果如何对政策产生影响。虽然后两组在成就上较弱，但两组都认为自己较弱。在对主流教育中患有 SEND 的学生进行正式评估的背景下讨论了这些结果，以及这些不同的结果如何对政策产生影响。虽然后两组在成就上较弱，但两组都认为自己较弱。在对主流教育中患有 SEND 的学生进行正式评估的背景下讨论了这些结果，以及这些不同的结果如何对政策产生影响。