The Influence of Child, Family, Home Factors and Pre-School Education on the Identification of Special Educational Needs at Age 10

Autor/inn/en	Anders, Yvonne; Sammons, Pam; Taggart, Brenda; Sylva, Kathy; Melhuish, Edward; Siraj-Blatchford, Iram
Titel	The Influence of Child, Family, Home Factors and Pre-School Education on the Identification of Special Educational Needs at Age 10
Quelle	In: British Educational Research Journal, 37 (2011) 3, S.421-441 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Disability Identification; Young Children; Foreign Countries; Preschool Education; Student Needs; Family Influence; Educational Environment; Family Environment; Individual Characteristics; Risk; Resilience (Psychology); Special Needs Students; Educational Quality; Teacher Attitudes; Reading Achievement; Mathematics Achievement; Age Differences; United Kingdom (England) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Ausland; Pre-school education; Vorschulerziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Risiko; Sonderpädagogischer Förderbedarf; Quality of education; Bildungsqualität; Lehrerverhalten; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied
Abstract	The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre-school, this study investigates which child, family, home and pre-school factors can be viewed as risk or protective factors for later SEN-status at age 10. The experience of high-quality pre-school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers' assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10