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Article: SEN inclusion and pupil achievement in English schools

TitleSEN inclusion and pupil achievement in English schools
Authors
KeywordsInclusion
Pupil Achievement
Special Educational Needs
Issue Date2007
Citation
Journal Of Research In Special Educational Needs, 2007, v. 7 n. 3, p. 172-178 How to Cite?
AbstractThis paper presents and discusses the key findings from a study funded by the Department for Education and Skills (DfES) that explored the relationship between achievement and inclusion in mainstream schools in England. Overall the results indicate that, although there is a small statistical relationship between inclusion and academic achievement, this is unlikely to impact on a school's overall performance. This is partly because of the large degree of variation among schools, suggesting that there are other factors within a school's make up rather than its degree of inclusivity which impact on the average achievements of its pupils. This was confirmed by the findings from a number of case study visits. The overall conclusion from the study is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils through including pupils with special educational needs (SEN) in their schools. © 2007 nasen.
Persistent Identifierhttp://hdl.handle.net/10722/175435
ISSN
2015 SCImago Journal Rankings: 0.472
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.citationJournal Of Research In Special Educational Needs, 2007, v. 7 n. 3, p. 172-178en_US
dc.identifier.issn1471-3802en_US
dc.identifier.urihttp://hdl.handle.net/10722/175435-
dc.description.abstractThis paper presents and discusses the key findings from a study funded by the Department for Education and Skills (DfES) that explored the relationship between achievement and inclusion in mainstream schools in England. Overall the results indicate that, although there is a small statistical relationship between inclusion and academic achievement, this is unlikely to impact on a school's overall performance. This is partly because of the large degree of variation among schools, suggesting that there are other factors within a school's make up rather than its degree of inclusivity which impact on the average achievements of its pupils. This was confirmed by the findings from a number of case study visits. The overall conclusion from the study is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils through including pupils with special educational needs (SEN) in their schools. © 2007 nasen.en_US
dc.languageengen_US
dc.relation.ispartofJournal of Research in Special Educational Needsen_US
dc.subjectInclusionen_US
dc.subjectPupil Achievementen_US
dc.subjectSpecial Educational Needsen_US
dc.titleSEN inclusion and pupil achievement in English 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.doi10.1111/j.1471-3802.2007.00094.xen_US
dc.identifier.scopuseid_2-s2.0-35348970907en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-35348970907&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume7en_US
dc.identifier.issue3en_US
dc.identifier.spage172en_US
dc.identifier.epage178en_US
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

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