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SEN inclusion and pupil achievement in English schools
Author(s) -
Farrell Peter,
Dyson Alan,
Polat Filiz,
Hutcheson Graeme,
Gallannaugh Frances
Publication year - 2007
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/j.1471-3802.2007.00094.x
Subject(s) - mainstream , inclusion (mineral) , academic achievement , special educational needs , mathematics education , psychology , pupil , special education , variation (astronomy) , pedagogy , medical education , medicine , political science , social psychology , neuroscience , physics , astrophysics , law
This paper presents and discusses the key findings from a study funded by the Department for Education and Skills (DfES) that explored the relationship between achievement and inclusion in mainstream schools in England. Overall the results indicate that, although there is a small statistical relationship between inclusion and academic achievement, this is unlikely to impact on a school's overall performance. This is partly because of the large degree of variation among schools, suggesting that there are other factors within a school's make up rather than its degree of inclusivity which impact on the average achievements of its pupils. This was confirmed by the findings from a number of case study visits. The overall conclusion from the study is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils through including pupils with special educational needs (SEN) in their schools.