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- Title
Schülerinnen und Schüler mit dem Förderschwerpunkt Lernen in inklusiven und exklusiven Förderarrangements: Erste Befunde des BiLieF-Projektes zu Leistung, sozialer Integration, Motivation und Wohlbefinden.
- Authors
Wild, Elke; Schwinger, Malte; Lütje-Klose, Birgit; Yotyodying, Sittipan; Gorges, Julia; Stranghöner, Daniela; Neumann, Phillip; Serke, Björn; Kurnitzki, Sarah
- Abstract
Although the enlargement of inclusive education is a major educational reform in Germany at present, empirical studies comparing competencies and psychosocial aspects of children with special educational needs in the area of learning difficulties (LD) in different models of inclusive and exclusive schooling are rare. Therefore, this article presents results that compare both school performance and affective/motivational characteristics of primary school children with LD who visit either a special school (Förderschule) or an inclusive school in one of two different models of special needs education. With respect to competencies in reading and writing, significant differences between students in inclusive and exclusive schools were found even when intelligence was controlled for. However, performance test scores vary substantially within groups and go along with overlapping ranges of values. Furthermore, affective/ motivational characteristics do not differ as a function of form of special needs education. Results are discussed with reference to the current debate in Germany about the pro and cons of inclusive education.
- Publication
Unterrichtswissenschaft (Julius Beltz GmbH & Co. KG Beltz Juventa), 2015, Vol 43, Issue 1, p7
- ISSN
0340-4099
- Publication type
Article