Disproportionality in the Attainment of Pupils with Special Educational Needs at the End of Primary School in England

Autor/in	Demie, Feyisa
Titel	Disproportionality in the Attainment of Pupils with Special Educational Needs at the End of Primary School in England
Quelle	In: British Journal of Special Education, 49 (2022) 4, S.513-538 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Demie, Feyisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12437
Schlagwörter	Disproportionate Representation; Minority Group Students; Elementary School Students; Educational Attainment; Special Education; Special Needs Students; Foreign Countries; Academic Standards; Student Needs; Gender Differences; Socioeconomic Status; Ethnic Groups; United Kingdom (London) + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Ausland; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Ethnie
Abstract	This research article aims to examine disproportionality in the attainment of pupils with special educational needs at the end of primary education. The sample consisted of 3,025 pupils who completed Key Stage 2 in one LA in London. Two methodological approaches were used in the data collection. The background data related to special educational needs were collected as part of the January school census and this was then matched at the pupil level to their Key Stage 2 results collected by the Department for Education for all state-educated pupils in England at end of the summer term. The data were then analyzed further using descriptive statistics. The findings of the analysis of Key Stage 2 results show that pupils with special educational needs in England are much less likely to meet the expected standard, raising key concerns for policymakers and teachers. A number of factors were identified, including pupils' type of need, gender, socio-economic status, ethnic background and exclusions rate. The data show that some ethnic minorities are more likely to be identified with some types of special educational need compared to White British pupils. Policy implications for tackling disproportionality in special educational needs and further research are discussed in the concluding section. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01