HTTP/1.1 200 OKServer: nginx/1.12.2 Date: Fri, 25 Sep 2020 13:57:30 GMT Content-Type: text/html; charset=UTF-8 Transfer-Encoding: chunked Connection: keep-alive X-Powered-By: PHP/7.2.24 Set-Cookie: ihsn_nada=o017eacpp0p8jasgg8kuk4ho65j3c1re; expires=Fri, 25-Sep-2020 15:57:30 GMT; Max-Age=7200; path=/; HttpOnly Pragma: no-cache Cache-Control: no-cache, must-revalidate Expires: Sat, 26 Jul 1997 05:00:00 GMT 1ed1
|Type||Journal Article - Journal of Cognitive Education and Psychology|
|Title||Performance of Students With Special Educational Needs in Germany: Findings From Programme for International Student Assessment 2012|
The reporting of findings from Programme for International Student Assessment (PISA) is an important part of educational monitoring in Germany. However, until now, the subsample of students with special educational needs (SEN) had been too small to single out this group and report findings. In PISA 2012, the sample of 9th-grade students in Germany was thus expanded by students with SEN in inclusive settings and students with SEN in an oversample of 49 special schools. This article describes and compares the proficiency of students with SEN in inclusive settings and in special schools. In all 3 PISA domains assessing literacy, reading, mathematics, and science, students with SEN in inclusive settings achieve proficiency Level 2, whereas students with SEN in special schools achieve proficiency Level 1. It turns out that students with SEN have a lower average socioeconomic status than regular students, especially those in special schools. Possible explanations for the higher achievement of students with SEN in inclusive settings are discussed.
|»||World - Programme for International Student Assessment 2012 cbe|