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<p>Students with special needs perform better academically in general schools than in special schools. To what extent this is due to different support needs is open. The study analyzes how teachers assess the support needs of children the role of individual characteristics of students and the class context, and to what extent these assessments are significant for explaining differences in school competences between school types. Data from the IQB Trends in Student Achievement 2016 survey of fourth-graders with special needs (<i>n</i> = 1274 in special schools and <i>n</i> = 916 in regular schools) were analyzed with ordinal regressions and propensity score matching models. Results show that students at special schools have higher support needs than at general schools. The contribution of support needs in explaining achievement differences between general and special schools is minimal and insignificant. The results are consistent with other studies attributing competence differences to school-type-specific learning and development opportunities.</p>

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Der Umfang an eingeschätzten sonderpädagogischen Unterstützungsbedarfen und Kompetenzunterschiede an Förderschulen und allgemeinen Schulen

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  • 出版模式：

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  • 发表日期：

    2025年4月11日

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  • Cornelia Gresch,
  • Aleksander Kocaj,
  • Lena Külker,
  • Pauline Kohrt

摘要

Students with special needs perform better academically in general schools than in special schools. To what extent this is due to different support needs is open. The study analyzes how teachers assess the support needs of children the role of individual characteristics of students and the class context, and to what extent these assessments are significant for explaining differences in school competences between school types. Data from the IQB Trends in Student Achievement 2016 survey of fourth-graders with special needs (n = 1274 in special schools and n = 916 in regular schools) were analyzed with ordinal regressions and propensity score matching models. Results show that students at special schools have higher support needs than at general schools. The contribution of support needs in explaining achievement differences between general and special schools is minimal and insignificant. The results are consistent with other studies attributing competence differences to school-type-specific learning and development opportunities.