Are Pupils in Special Education Too "Special" for Regular Education?

Autor/inn/en	Pijl, Ysbrand J.; Pijl, Sip J.
Titel	Are Pupils in Special Education Too "Special" for Regular Education?
Quelle	In: International review of education, (1998) 1, S.5-20Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1023/A:1003182005991
Schlagwörter	Cognitive Ability; Special Education; Main Issue; Neuropsychological Test; Primary Education
Abstract	Abstract In the Netherlands special needs pupils are often referred to separate schools for the Educable Mentally Retarded (EMR) or the Learning Disabled (LD). There is an ongoing debate on how to reduce the growing numbers of special education placements. One of the main issues in this debate concerns the size of the difference in cognitive abilities between pupils in regular education and those eligible for LD or EMR education. In this study meta-analysis techniques were used to synthesize the findings from 31 studies on differences between pupils in regular primary education and those in special education in the Netherlands. Studies were grouped into three categories according to the type of measurements used: achievement, general intelligence and neuropsychological tests. It was found that pupils in regular education and those in special education differ in achievement and general intelligence. Pupils in schools for the educable mentally retarded in particular perform at a much lower level than is common in regular Dutch primary education.
Erfasst von	OLC
Update	2023/2/05