The Identification by Teachers of Special Educational Needs in Primary School Pupils and Factors Associated with Referral to Special Education

Autor/inn/en	Smeets, Ed; Roeleveld, Jaap
Titel	The Identification by Teachers of Special Educational Needs in Primary School Pupils and Factors Associated with Referral to Special Education
Quelle	In: European Journal of Special Needs Education, 31 (2016) 4, S.423-439 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2016.1187879
Schlagwörter	Special Education; Special Education Teachers; Special Needs Students; Elementary School Students; Referral; Foreign Countries; Disability Identification; Mainstreaming; Comparative Analysis; Intellectual Disability; Case Studies; Regression (Statistics); Netherlands + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Ausland; Intellect; Disability; Disabilities; Verstand; Behinderung; Case study; Fallstudie; Case Study; Regression; Regressionsanalyse; Niederlande
Abstract	This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils' problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher's views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01