Inclusion and achievement: Student achievement in secondary schools with higher and lower proportions of pupils designated as having special educational needs

Martyn Rouse, Lani Florian

Research output: Contribution to journalArticlepeer-review

Abstract

This paper reports on a multi‐method study that examined the effects of including higher and lower proportions of students designated as having special educational needs on student achievement in secondary schools. It explores some of the issues involved in conducting such research and considers the extent to which newly available national data in England can be helpful in answering questions about inclusion and achievement. Questions pertaining to the effects of provision on achievement are discussed within a school reform agenda that emphasizes high academic standards, competition between schools and the identification of pupils with special educational needs.
Original languageEnglish
JournalInternational Journal of Inclusive Education
Volume10
Issue number6
DOIs
Publication statusPublished - 2010

Fingerprint

Dive into the research topics of 'Inclusion and achievement: Student achievement in secondary schools with higher and lower proportions of pupils designated as having special educational needs'. Together they form a unique fingerprint.

Cite this