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<p>Students with special educational needs (SEN) or specific learning disabilities (SLD) tend to achieve lower educational qualifications, which complicates their transition into further education and career pathways. Educational aspirations—as key predictors of educational success—are significantly influenced by academic performance and family background. According to the Theory of Circumscription and Compromise, adolescents adjust their goals in response to perceived barriers, which may be particularly applicable to students with SEN or SLD. A&#xa0;curriculum, such as for pupils with SEN in the area of learning (SEN-L), with differentiated learning goals could reinforce this adjustment. This study examines the educational aspirations of seventh-grade students with SEN (SEN‑L and other SEN) and SLD using data from the INSIDE-study (<i>n</i> = 1109; 79&#xa0;with SEN, 53% with SEN‑L; 144 with SLD). Multinomial logistic regressions show that students with SEN‑L in modified curricula are more likely to aspire to a&#xa0;lower secondary school diploma than peers without SEN or SLD, as well as those with SEN in regular curricula. The aspiration to obtain the highest secondary school qualification is lower among students with SEN‑L or those with SLD, but this difference is not significant after controlling for academic performance and family background. In summary, students with SEN‑L in particular have lower educational aspirations. The allocation of SEN, especially when combined with modified curriculum, can therefore unintentionally lead to disadvantages and a&#xa0;reduction in educational aspirations despite the actual intention of support.</p>

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Bildungsaspirationen von Schüler:innen mit sonderpädagogischen Förderbedarfen oder Teilleistungsschwächen: Eine Analyse von Schulabschlusswünschen vor dem Hintergrund schulischer Leistungen und familiärer Herkunft

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  • 发表日期：

    2025年9月23日

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  • Sebastian Bauer,
  • Cornelia Gresch,
  • Ines Reißenweber

摘要

Students with special educational needs (SEN) or specific learning disabilities (SLD) tend to achieve lower educational qualifications, which complicates their transition into further education and career pathways. Educational aspirations—as key predictors of educational success—are significantly influenced by academic performance and family background. According to the Theory of Circumscription and Compromise, adolescents adjust their goals in response to perceived barriers, which may be particularly applicable to students with SEN or SLD. A curriculum, such as for pupils with SEN in the area of learning (SEN-L), with differentiated learning goals could reinforce this adjustment. This study examines the educational aspirations of seventh-grade students with SEN (SEN‑L and other SEN) and SLD using data from the INSIDE-study (n = 1109; 79 with SEN, 53% with SEN‑L; 144 with SLD). Multinomial logistic regressions show that students with SEN‑L in modified curricula are more likely to aspire to a lower secondary school diploma than peers without SEN or SLD, as well as those with SEN in regular curricula. The aspiration to obtain the highest secondary school qualification is lower among students with SEN‑L or those with SLD, but this difference is not significant after controlling for academic performance and family background. In summary, students with SEN‑L in particular have lower educational aspirations. The allocation of SEN, especially when combined with modified curriculum, can therefore unintentionally lead to disadvantages and a reduction in educational aspirations despite the actual intention of support.