Performance of Students With Special Educational Needs in Germany: Findings From Programme for International Student Assessment 2012
Performance of Students With Special Educational Needs in Germany: Findings From Programme for International Student Assessment 2012
复制标题
德国有特殊教育需要的学生的表现：2012 年国际学生评估计划的调查结果
DOI：
--
复制
发表时间：
2015
影响因子：
0.3
通讯作者：
Manfred Prenzel
中科院分区：
文献类型：
--
作者：
Markus Gebhardt;Christine Sälzer;Julia Mang;Katharina Müller;Manfred Prenzel
国际学生评估项目（比萨）的结果报告是德国教育监测的重要组成部分。然而，到目前为止，有特殊教育需要的学生的子样本太小，无法单独选出这一群体并报告调查结果。因此，在比萨2012年，德国九年级学生的样本扩大了包容性环境中有特殊教育需要的学生和49所特殊学校中有特殊教育需要的学生。本文描述并比较了在包容性环境和特殊学校中有特殊教育需要的学生的能力。在评估识字、阅读、数学和科学的所有3个比萨领域中，包容性环境中有特殊教育需要的学生达到熟练程度2级，而特殊学校中有特殊教育需要的学生达到熟练程度1级。结果显示，有特殊教育需要的学生的平均社会经济地位较普通学生为低，特别是在特殊学校就读的学生。有特殊教育需要的学生在包容性环境中取得更高成就的可能解释进行了讨论。
The reporting of findings from Programme for International Student Assessment (PISA) is an important part of educational monitoring in Germany. However, until now, the subsample of students with special educational needs (SEN) had been too small to single out this group and report findings. In PISA 2012, the sample of 9th-grade students in Germany was thus expanded by students with SEN in inclusive settings and students with SEN in an oversample of 49 special schools. This article describes and compares the proficiency of students with SEN in inclusive settings and in special schools. In all 3 PISA domains assessing literacy, reading, mathematics, and science, students with SEN in inclusive settings achieve proficiency Level 2, whereas students with SEN in special schools achieve proficiency Level 1. It turns out that students with SEN have a lower average socioeconomic status than regular students, especially those in special schools. Possible explanations for the higher achievement of students with SEN in inclusive settings are discussed.