Selection for special education services: the role of gender and socio-economic status

Nilsen, Marianne; Belsky, Jay; Wichstrøm, Lars

doi:10.1080/08856257.2017.1373493

Cited by 20 publications

(12 citation statements)

References 54 publications

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“…We used the log odds of exposure as propensity score. The following 10 variables served as potential confounders based on prior evidence of their importance (Kvande, Belsky, and Wichstrøm 2017;Hibel, Farkas, and Morgan 2010;Mann, McCartney, and Park 2007): child's gender, symptoms of ADHD, ODD/CD, test scores in reading and math, intelligence, ability to learn; parental socio-economic status and educational level; and teacher's sense of helplessness when teaching the child. In the propensity score modelling, missing values were handled by multiple imputation (MI), with 100 imputed data sets.…”

Section: Discussionmentioning

confidence: 99%

“…The scores from the numeracy test ranged from 0 to 50 in first grade, and 0 to 85 in third grade. Based on a priori knowledge of important confounders of selection into SE (Kvande, Belsky, and Wichstrøm 2017;Hibel, Farkas, and Morgan 2010;Mann, McCartney, and Park 2007), we assessed the teacher's level of helplessness by asking the child's primary teacher in first and third grades to respond to the following question, with the answer coded on a five-point scale ranging from (1) 'not at all' to (5) 'very strongly': 'When you teach this student, to what degree do you feel helpless?'. To assess the students' ability to learn, the primary teacher were asked the following, 'Compared to other students of same age, how much is he/she learning?'…”

Section: Potential Confoundersmentioning

confidence: 99%

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Effects of special education on academic achievement and task motivation: a propensity-score and fixed-effects approach

Nilsen

Bjørklund

Lydersen

et al. 2018

European Journal of Special Needs Education

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As traditional teaching methods may fail to serve children with special needs, special education (SE) services aim to compensate for the shortcomings of conventional schooling. However, despite of numerous studies on the effectiveness of SE services, the influence of potential selection bias remains a real challenge, and only a few studies have applied methodology aiming to surmount these shortcomings. Therefore, by combining two methods (i.e. propensity score and fixed effects regression) to account for potential confounders, we examined the effects of receiving SE services in first and third grades on Norwegian students' academic achievement and task motivation in third and fifth grades (n = 745). Thus, we controlled for a propensity score that was calculated based on observed selection into SE, and combined this with fixed effects regression that has the advantage of ruling out all time-invariant confounders (e.g. genetics). Results revealed that SE in third grade adversely affected math achievements in fifth grade, and SE had no effect on reading and writing achievements or task motivation for reading, writing and math. The efficacy of SE services is called into question, and potential explanations and solutions are explored.

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Section: Discussionmentioning

confidence: 99%

Section: Potential Confoundersmentioning

confidence: 99%

Effects of special education on academic achievement and task motivation: a propensity-score and fixed-effects approach

Nilsen

Bjørklund

Lydersen

et al. 2018

European Journal of Special Needs Education

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“…Moreover, students' SES and service delivery models could affect teachers' teaching experience and burnout levels. Kvande et al (2018) identified the mediated effects of students' SES status on special education services. Specifically, students with low SES were more likely to receive special education services, and teachers reported increased feelings of helplessness when these students demonstrated low academic achievement.…”

Section: Student-related Variablesmentioning

confidence: 99%

A Meta-Analysis of Special Education Teachers’ Burnout

Park

Shin

2020

SAGE Open

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This meta-analysis verifies associations between three dimensions of special education teachers’ (SET) burnout (emotional exhaustion, depersonalization, and personal accomplishment) and student-, teacher-, and school-related variables. Altogether, 28 peer-reviewed English articles and 13 dissertations (total sample of teachers = 6,623) published between 1983 and December 2018 were analyzed. The degree of correlation effect sizes between special education teachers’ burnout and its related variables was extensive. Results revealed distinct relations by each burnout dimension: emotional exhaustion, depersonalization, and personal accomplishment and student-, teacher-, and school-related variables. Student age (Fisher’s Z = .316) was significantly associated with SET depersonalization. Self-efficacy (Fisher’s Z = −0.390, emotional exhaustion; −0.321, depersonalization; 0.633, personal accomplishment), stress (0.366, emotional exhaustion; 0.340, depersonalization; −0.110 personal accomplishment), and support from school personnel (−0.119, emotional exhaustion; −0.140, depersonalization; 0.172, personal accomplishment) were also significantly related to each burnout dimension. Support programs to relieve SET burnout must consider these variables.

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“…Thus, the possibilities for the development of the approach are related to the characteristics of the contexts, from an institutional perspective the Inclusion Index (Booth, Ainscow,Black-Hawkins, Vaughan and Shaw, 2000), being highly welcomed, but in the face of weakness in teacher training for the scope of inclusive practices is not identified a specific response, nor measurement of impact of training processes or intervention to curricula of the bachelor's degrees of the professions involved with the educational communities, and even impact on students who develop their studies in centers that apply the inclusive approach (Kvande, Belsky and Wichstrom, 2018;García Molina and Sáez Carreras, 2017;Usarralde, Català and Rico, 2017). Against the foregoing, societies continue to be awaiting the application of inclusive education that encourages the participation and acceptance of differences (Beers and Summers, 2018;Caro, Cárdenas-Rodríguez and Casado).…”

Section: Discussionmentioning

confidence: 99%

Educación inclusiva: revisión conceptual y epistemológica

Sierra

2019

rev.perspect

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Realizar un análisis conceptual y epistemológico de la educación inclusiva Diseño bibliográfico de tipo documental de literatura científica sobre enfoque de educación inclusiva producida en el periodo de 2014-2019, en clave de dar respuestas a las preguntas epistemológicas e identificación de conceptos, metodologías y avances. conceptualmente está relacionado el enfoque de educación inclusiva con educación para todos, equidad educativa y justicia social, axiológicamente promueve a dignidad humana, libertad y justicia, a partir del respeto y participación, metodológicamente los estudios son principalmente de diseño descriptivo, como informantes u sujetos de investigación docentes y padres de familia.Los estudios de corte longitudinal sobre educación son escasos, requiriéndose conocer más sobre buenas practicas inclusivas y de formación a docentes, comunidades educativas, una potencial alternativa es la generación de directrices de formación y competencias de las disciplinas, que acoyunda al sector educativo en la comprensión e intervención a la exclusión educativa

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Selection for special education services: the role of gender and socio-economic status

Cited by 20 publications

References 54 publications

Effects of special education on academic achievement and task motivation: a propensity-score and fixed-effects approach

Effects of special education on academic achievement and task motivation: a propensity-score and fixed-effects approach

A Meta-Analysis of Special Education Teachers’ Burnout

Educación inclusiva: revisión conceptual y epistemológica

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