9. Literaturverzeichnis

Steinmetz, Sebastian; Wrase, Michael; Helbig, Marcel; Döttinger, Ina

doi:10.5771/9783748924401-317

Cited by 1 publication

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, in the same period, the overall share of students attending special needs schools only decreased from 4.8% to 4.2%; while the share of students classified as having SEN increased from 5.9% to 7.4%. These figures indicate a growing trend to classify students as having SEN rather than progress in inclusive schooling (see also in-depth analyses by Steinmetz et al, 2021). For students classified as having learning disability – the largest group among SEN students and the focus group of our study – the trend has been comparable: In 2009, 79% of them attended an LD school (KMK, 2016: 5); in 2018, it was still 44% (KMK, 2020: 5).…”

Section: Institutional Contextmentioning

confidence: 84%

See 1 more Smart Citation

Long-term scarring from institutional labelling: The risk of NEET of students from schools for learning disability in Germany

2022

View full text Add to dashboard Cite

This article demonstrates the disadvantages that students leaving special needs schools ( Förderschule) face in their school-to-work transition in Germany. We analyse whether the institutional label of ‘having attended a special needs school’ – beyond and above low school attainment – results in scarring effects for students’ chances of integration into training and employment after leaving school. We focus on students classified as having learning disability ( Lernbehinderung), the largest group among students with special educational needs (SEN) and examine their NEET risk compared to equally low-attaining students from general schools at age 20/21. The analyses are based on rare longitudinal data for SEN students, the German National Educational Panel Study. Employing matching and regression techniques, we find that the label of ‘having attended a special needs school’ does generate long-term scars above and beyond low school attainment. However, this is only the case for school leavers with a lower secondary school certificate but not for those without school certificate.

show abstract

Section: Institutional Contextmentioning

confidence: 84%

“…In 2008, Germany ratified the UN CRPD, which requires Germany to establish an inclusive school system (Steinmetz et al, 2021). Yet, the majority of students classified as having SEN are still taught in segregated schools.…”

Section: Institutional Contextmentioning

confidence: 99%