Attainment of Developmental Tasks in Emotionally and Behaviourally Disturbed Adolescents across Regular vs. Special Schools: A Four-Group Comparison

Autor/inn/en	Margraf, Hannah; Pinquart, Martin
Titel	Attainment of Developmental Tasks in Emotionally and Behaviourally Disturbed Adolescents across Regular vs. Special Schools: A Four-Group Comparison
Quelle	In: European Journal of Special Needs Education, 30 (2015) 3, S.351-366 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2015.1023003
Schlagwörter	Foreign Countries; Adolescents; Behavior Disorders; Emotional Disturbances; Adolescent Development; Special Schools; Inclusion; Mainstreaming; Comparative Analysis; Regression (Statistics); Interaction; Achievement; Institutional Characteristics; Special Education; Secondary School Students; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Questionnaires; Germany + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gefühlsstörung; Special school; Sonderschule; Inklusion; Regression; Regressionsanalyse; Interaktion; Performance; Leistung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Deutschland
Abstract	In Germany, adolescents with emotional and behavioural disturbances (EBD) are either schooled in special schools for students with EBD or in regular schools. The present study is the first to compare the perceived attainment of a broad range of developmental tasks of adolescents with and without EBD attending regular vs. special schools. While about 40% of German adolescents from schools for students with EBD did not fulfil the criteria of EBD according to the Youth Self-Report, almost 40% of the students from regular schools fulfilled these criteria. Using ordinal logistic regression analysis, main effects for school type and EBD status as well as interaction effects of school type and EBD status were observed. Adolescents attending special schools reported lower progress in the attainment of one out of 12 developmental tasks. Compared to students without EBD, students with EBD perceived lower attainment of seven developmental tasks, especially of those linked to taking responsibilities of adulthood. The results are discussed regarding how successful attainment of developmental tasks can be supported. Also, reasons for the large number of students without self-reported EBD attending a special school are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01