Developmental outcomes of children in classes for special educational needs : Results from a longitudinal study

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Törmänen , M & Roebers , C M 2018 , ' Developmental outcomes of children in classes for special educational needs : Results from a longitudinal study ' , Journal of Research in Special Educational Needs , vol. 18 , no. 2 , pp. 83-93 . https://doi.org/10.1111/1471-3802.12395

Title: Developmental outcomes of children in classes for special educational needs : Results from a longitudinal study
Author: Törmänen, Minna; Roebers, Claudia M.
Contributor: University of Helsinki, Department of Education
Date: 2018-04
Language: eng
Number of pages: 11
Belongs to series: Journal of Research in Special Educational Needs
ISSN: 1471-3802
URI: http://hdl.handle.net/10138/327837
Abstract: This longitudinal study investigates the differences in cognitive and socio-emotional development and academic achievement between children educated in special education classes (N = 37) and regular classes (N = 37). The study is retrospective. The first measurement point was while children were attending play-oriented kindergarten and no decision about their education had yet been made. The second measurement point followed after 2 years of schooling. Comparing carefully matched groups, no differences in executive functions (EFs) were found before beginning school. Children assigned to special education had poorer language, fine motor skills and a lower pre-academic self-concept, self-regulatory skills and social integration. Notably, every fourth child in special education was an immigrant, 9% of whom later attended regular classes. After 2 years of schooling in either setting, the groups differed significantly in academic achievement, EFs, fine motor skills and cognitive self-regulatory skills. However, it was not - as school officials had intended - that children in special education classes had caught up, except in regard to their academic self-concept and social integration.
Subject: 516 Educational sciences
EXECUTIVE FUNCTIONS
COGNITIVE CONTROL
Academic achievement
Socio-emotional skills
special education
INCLUSION
SELF-REGULATION
EXECUTIVE FUNCTION
School readiness
LEARNING-DISABILITIES
perceived competence
ELEMENTARY-SCHOOL
YOUNG-CHILDREN
SKILLS
metacognition
INTERVENTION
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