ACHIEVEMENT AND INTEGRATION OF STUDENTS WITH AND WITHOUT SPECIAL EDUCATIONAL NEEDS (SEN) IN THE FIFTH GRADE

• Main Authors: Markus GEBHARDT, Susanne SCHWAB, Mathias KRAMMER, Klicpera Barbara GASTEIGER
• Format: Article
• Language: English
• Published: Faculty of Philosophy, Institute of Special Education and Rehabilitation 2012-09-01
• Series: Journal of Special Education and Rehabilitation
• Subjects: Special Needs; School Performance; Integration
• Online Access: http://jser.fzf.ukim.edu.mk/files/7-19%20Gebhard.pdf

In Styria 77.3% of all students with special needs are educated in integrated classrooms. Currently, it is not known much either about the school performance nor the active class participation of these students. This study examined 230 fifth grade students – 43 with and 187 students without special educational needs (SEN). Moreover, it is important to acknowledge that the available data for this study represents the first wave of larger longitudinal study. The school performance of the students with SEN ranged one standard deviation below the level of the students without SEN. All students felt emotionally well integrated in the school settings, but the differences in the degree of social integration were evident. In fact, the students with SEN mentioned that they got along well with their classmates less frequently than the students without SEN.