Differentiation, Special Education and equality: a longitudinal study of self-concepts and school careers of students in difficulties and with or without special education support experiences.

Autor/in	Emanuelsson, Ingemar
Titel	Differentiation, Special Education and equality: a longitudinal study of self-concepts and school careers of students in difficulties and with or without special education support experiences.
Quelle	In: European educational research journal, 2 (2003) 2, S. 245-261Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 8; Tabellen 7
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2003.2.2.4
Schlagwörter	Pädagogik; Empirische Untersuchung; Längsschnittuntersuchung; Selbsteinschätzung; Schule; Schullaufbahn; Allgemein bildende Schule; Pflichtschule; Sekundarschule; Weiterführende Schule; Lehrer; Schüler; Schulerfolg; Schülerleistung; Lernbehinderung; Differenzierung; Sonderpädagogik; Betreuung; Integration; Leistung; Maßnahme; Schweden
Abstract	The main aims of the article are to analyse how school and learning careers of students with special education support during their compulsory schooling differ from those judged not in need of such support. Choice of study programmes, success in upper secondary schooling, and schools' grading of learning in compulsory school are focused upon. Patterns of post- secondary school careers are of special interest. Determined needs of special support are related to individual student characteristics as well as teaching needs of differentiation and educational demands. The database used is from approximately 8000 Swedish students, born in 1982 and followed from school start-up through post-secondary school to the age of 19. Allocation of special education resources is found more clearly related to school needs of differentiation than to individual student characteristics. The amount and kind of special education support are also related to self-confidence and students' choice of and success in post-secondary school programmes. Conclusively, most of an individual student's education career possibilities are determined early, often in the compulsory school. Such patterns are related to the overruling aim of inclusive education in 'a school for all'. More proactive roles for support teachers are discussed. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)