A Comparative Longitudinal Analysis of Special Education Groups

Abstract

Summary. 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.