Is Transition to a Special Education School an Effective Answer to Mathematics Difficulties?

Autor/inn/en	Vanlaar, Gudrun; Vandecandelaere, Machteld; De Fraine, Bieke; De Witte, Kristof; Van Damme, Jan
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Is Transition to a Special Education School an Effective Answer to Mathematics Difficulties?
Quelle	(2014), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education; Learning Problems; Mathematics Instruction; Student Needs; Mainstreaming; Special Schools; Foreign Countries; Quasiexperimental Design; Experimental Groups; Control Groups; Mathematics Achievement; Student Characteristics; Databases; Teacher Surveys; Questionnaires; Parent Surveys; Scores; Elementary Schools; Longitudinal Studies; Belgium + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Lernproblem; Mathematics lessons; Mathematikunterricht; Special school; Sonderschule; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Datenbank; Fragebogen; Elementary school; Grundschule; Volksschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Belgien
Abstract	In this paper, the authors looked at the effectiveness of special education schools for mathematics learning. Mathematics education is a key to increasing the later professional and citizenship opportunities of students and mathematical understanding influences decision making in all areas of life. Additionally, math failure correlates highly with referral to special education, grade retention, and school dropout and are cumulative and worsen with time, therefore, early identification and intervention is important. Empirical data from Flanders, the Dutch-speaking part of Belgium, was used, which makes an interesting case study as it has a strong tradition of separate special education. Study results indicated that students with special educational needs are better off in mainstream education than in a special education school, at least as far as mathematics goes. Also, practical implications suggest that transferring students to special schools is, on average, not beneficial. One figure and one table are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01