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A COMPARATIVE LONGITUDINAL ANALYSIS OF SPECIAL EDUCATION GROUPS
Author(s) -
GHODSIAN M.,
CALNAN M.
Publication year - 1977
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1977.tb02342.x
Subject(s) - psychology , reading (process) , special education , mathematics education , longitudinal study , developmental psychology , primary education , pedagogy , linguistics , mathematics , statistics , philosophy
S ummary . The reading and mathematics performance of five groups of primary school age children (four of which were receiving special education in various forms) were compared longitudinally using a nationally representative sample. The various educational provisions were evaluated taking into account the earlier placement and performance of the children. There was little difference in the reading progress of ESN(M) children in ordinary and special schools although the latter made more progress in mathematics. The results also suggested that children receiving some help within normal schools made most progress.