Inclusion and Standards Achievement: The Presence of Pupils Identified as Having Special Needs as a Moderating Effect on the National Mathematics Standards Achievements of Their Classmates

Autor/inn/en	Krammer, Mathias; Gasteiger-Klicpera, Barbara; Holzinger, Andrea; Wohlhart, David
Titel	Inclusion and Standards Achievement: The Presence of Pupils Identified as Having Special Needs as a Moderating Effect on the National Mathematics Standards Achievements of Their Classmates
Quelle	In: International Journal of Inclusive Education, 25 (2021) 7, S.795-811 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krammer, Mathias) ORCID (Gasteiger-Klicpera, Barbara) ORCID (Holzinger, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1573938
Schlagwörter	Inclusion; Special Needs Students; National Standards; Mathematics Achievement; Mathematics Instruction; Grade 4; Elementary School Students; Ethnicity; Socioeconomic Status; Gender Differences; Age Differences; Scores; Peer Relationship; Mathematics Tests; Foreign Countries; Austria + Suchen Sie Ihr Suchwort? Inklusion; Sonderpädagogischer Förderbedarf; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Ethnizität; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Peer-Beziehungen; Ausland; Österreich
Abstract	This article investigates the relationship between the achievement level of students in classes and the presence of students identified as having special needs in inclusive settings. In particular, it examines whether the presence of students with special educational needs in inclusive classrooms has an effect on the national mathematics standards achievement of their fellow students. In order to do so, the national standard scores of approximately 75,000 fourth graders in mathematics were used as dependent variable in multi-level regression modelling. As independent variables at class level the number of students with special needs and at the individual level socio-economic, cultural and ethnic background variables were used together with gender and age. Results show only a very small effect of the presence of students with special needs on the national mathematics standard scores of their classmates. The effect can be either positive or negative depending on further class conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01