Demand-oriented and fair allocation of special needs teacher resources for inclusive education – Assessment of a newly implemented funding model in North Rhine-Westphalia, Germany

Goldan, Janka

doi:10.1080/13603116.2019.1568598

Cited by 16 publications

(15 citation statements)

References 10 publications

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“…Ein eindeutiges Personalisierungskonzept kann nur für den Sekundarbereich identifiziert werden. Im Jahr 2014/15 wurde durch die damalige Landesregierung eine "systemische Ressourcensteuerung" eingeführt, um den steigenden Förderquoten entgegenzuwirken (Goldan 2019). Durch den Runderlass "Neuausrichtung der Inklusion in den öffentlichen allgemeinbildenden weiterführenden Schulen" wurde dieses Modell jedoch von der neuen Landesregierung zugunsten einer Personalisierungsformel (25-3-0,5) umgestellt.…”

Section: (Sonder-)pädagogische Unterstützung Im Inklusiven Lernumfeldunclassified

Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

Steinmetz¹,

Wrase²,

Helbig³

et al. 2021

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The study examines the current state of implementation of the UN Convention on the Rights of People with Disabilites (CRPD) with regard to the inclusion of children with special needs in mainstream schools in the German states. It provides a comprehensive structural analysis of this area. Article 24 of the convention obliges the signatory states to guarantee an inclusive education system at all levels. In order to examine the extent to which the German states (Länder) implement this requirement in law and practice in their school systems, empirically measurable indicators were formed on the basis of the provisions of the CRPD. Even more than 10 years after ratification of the CRPD, the majority of the German states still face major challenges. Only a few German states are currently undergoing a process of transformation, which is why the majority of children and young people with special educational needs continue to be trained in special and segregated structures.

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Section: (Sonder-)pädagogische Unterstützung Im Inklusiven Lernumfeldunclassified

Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

Steinmetz¹,

Wrase²,

Helbig³

et al. 2021

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“…Banks, Frawley, and McCoy 2015;Becker 2016), and a lack of resources is criticised as a barrier which hinders the implementation of inclusive education (e.g. Becker 2016;Goldan 2019). Resource in the context of inclusive education is often operationalised as the number of hours of support by a SET or an additional professional in the classroom.…”

Section: Impact Of Set Resources On Pupilsmentioning

confidence: 99%

The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms

Opitz

Schnepel

Krähenmann

et al. 2020

International Journal of Inclusive Education

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Research in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intellectual disability (ID) was examined. Mathematical achievement was tested at the beginning of the school year (t1) and the end (t2) in 34 inclusive classrooms (sample ID: n = 42; sample TYP n = 525). IQ and genderand the average mathematical achievement at class level in the sample TYPwere included as control variables. For pupils with ID, hierarchical regression modelling revealed that the mathematical knowledge at t1 explained most of the variance in mathematical achievement gain. For the group TYP, the results of a multi-level analysis showed that mathematical knowledge at t1, IQ and the average mathematical achievement at class level all had a positive effect on mathematical achievement gain. The more hours a SET was present in the classroom, the more the mathematical achievement of the group TYP increased. The other teacher competence variables had no apparent impact.

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“…The implementation of inclusive education can be considered one of the greatest educational reforms of the century. The inclusion of various student groups, such as those with special educational needs (SEN) or migration backgrounds, into the regular school system is a major challenge for all countries ( Armstrong et al, 2011 ; Goldan, 2019 ; Schwab, 2020 ; UNESCO, 2020 ). A particular issue is the provision of additional resources and the resulting—at least for a period of time—increasing costs for implementing educational reform (in the context of SEN; e.g., Peters, 2004 ; UNESCO, 2009 ; Meijer and Watkins, 2019 ; in the context of minority-language students; e.g., Gitschthaler et al, 2021a , b ).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties and Rasch Validation of the Teachers’ Version of the Perception of Resources Questionnaire

2021

Self Cite

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Research indicates that the perception of available resources is a key factor for the implementation of inclusive education. Regarding the teachers, a relatively high level of perceived personnel and physical resources is associated with more positive attitudes toward inclusive education and experiencing a higher level of self-efficacy. Thus, this study aims to examine the psychometric properties of the teacher version of the Perceptions of Resources Questionnaire (PRQ-T). Data were collected from a sample of 1,078 in-service teachers in Austria. Different statistical analyses were used, including Rasch analysis and confirmatory factor analysis. The results indicated good psychometric properties of the PRQ-T regarding internal consistency measured by person separation index (PSI) and construct validity by both confirmatory factor analysis and the Rasch analysis. Moreover, the findings supported that the PRQ-T is a two-factor scale to measure teachers’ perceptions of personnel and physical resources in inclusive education. Further studies with different samples are necessary to confirm the findings.

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Demand-oriented and fair allocation of special needs teacher resources for inclusive education – Assessment of a newly implemented funding model in North Rhine-Westphalia, Germany

Cited by 16 publications

References 10 publications

Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms

Psychometric Properties and Rasch Validation of the Teachers’ Version of the Perception of Resources Questionnaire

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