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Article: The relationship between inclusion and academic achievement in English mainstream schools

TitleThe relationship between inclusion and academic achievement in English mainstream schools
Authors
Issue Date2007
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09243453.asp
Citation
School Effectiveness And School Improvement, 2007, v. 18 n. 3, p. 335-352 How to Cite?
AbstractThis article presents the key findings and discusses the implications of a major study that explored the relationship between academic achievement and the inclusion of pupils with special educational needs (SEN) in mainstream schools in England. It is based on a statistical analysis of nationally held data on all pupils in England that is collected at the end of each of the 4 key stages, when pupils are aged 7, 11, 14, and 16. The analysis considered the relationship between academic achievement and inclusivity having controlled for a range of other variables. Findings indicate that there is no relationship between academic achievement and inclusion at the local authority (LA) level while there is a small but, for all practical purposes, insubstantial relationship at the school level. In addition, there is also a large degree of variation at the school level, suggesting strongly that there are other factors within a school's make up, rather than its degree of inclusivity, that impact on the average academic achievements of its pupils. The overall conclusion, therefore, is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils of including pupils with SEN in their schools.
Persistent Identifierhttp://hdl.handle.net/10722/175433
ISSN
2015 Impact Factor: 1.333
2015 SCImago Journal Rankings: 1.572
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorFarrell, Pen_US
dc.contributor.authorDyson, Aen_US
dc.contributor.authorPolat, Fen_US
dc.contributor.authorHutcheson, Gen_US
dc.contributor.authorGallannaugh, Fen_US
dc.date.accessioned2012-11-26T08:58:44Z-
dc.date.available2012-11-26T08:58:44Z-
dc.date.issued2007en_US
dc.identifier.citationSchool Effectiveness And School Improvement, 2007, v. 18 n. 3, p. 335-352en_US
dc.identifier.issn0924-3453en_US
dc.identifier.urihttp://hdl.handle.net/10722/175433-
dc.description.abstractThis article presents the key findings and discusses the implications of a major study that explored the relationship between academic achievement and the inclusion of pupils with special educational needs (SEN) in mainstream schools in England. It is based on a statistical analysis of nationally held data on all pupils in England that is collected at the end of each of the 4 key stages, when pupils are aged 7, 11, 14, and 16. The analysis considered the relationship between academic achievement and inclusivity having controlled for a range of other variables. Findings indicate that there is no relationship between academic achievement and inclusion at the local authority (LA) level while there is a small but, for all practical purposes, insubstantial relationship at the school level. In addition, there is also a large degree of variation at the school level, suggesting strongly that there are other factors within a school's make up, rather than its degree of inclusivity, that impact on the average academic achievements of its pupils. The overall conclusion, therefore, is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils of including pupils with SEN in their schools.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09243453.aspen_US
dc.relation.ispartofSchool Effectiveness and School Improvementen_US
dc.titleThe relationship between inclusion and academic achievement in English mainstream schoolsen_US
dc.typeArticleen_US
dc.identifier.emailPolat, F: filiz.polat@hku.hken_US
dc.identifier.authorityPolat, F=rp00948en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/09243450701442746en_US
dc.identifier.scopuseid_2-s2.0-34548321211en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-34548321211&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume18en_US
dc.identifier.issue3en_US
dc.identifier.spage335en_US
dc.identifier.epage352en_US
dc.identifier.isiWOS:000250410200004-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridFarrell, P=36172450800en_US
dc.identifier.scopusauthoridDyson, A=22934251100en_US
dc.identifier.scopusauthoridPolat, F=7003321828en_US
dc.identifier.scopusauthoridHutcheson, G=16245190900en_US
dc.identifier.scopusauthoridGallannaugh, F=16244697100en_US
dc.identifier.citeulike2065747-

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