Related resources
Full-text held externally
Search for item elsewhere
University researcher(s)
The role of school and individual differences in the academic attainment of learners with special educational needs and disabilities: a multi-level analysis.
Humphrey, N., Barlow, A., Wigelsworth, M., & Squires, G
International Journal of Inclusive Education. 2012;.
Access to files
Full-text and supplementary files are not available from Manchester eScholar. Full-text is available externally using the following links:
Full-text held externally
Abstract
Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights important determinants at school and individual levels in two core academic subjects (English and Maths) using a nationally representative sample of over 15,000 students with SEND attending more than 400 schools across England. We found that at the school level, inclusivity, attainment, free school meal (FSM) eligibility, behaviour (in primary schools) and linguistic diversity (secondary schools), and at the student level, age, sex, FSM eligibility, SEND provision, SEND primary need, attendance, behaviour and positive relationships each contributed to the distribution of academic attainment. Implications of these findings are discussed and study limitations are noted.
Keyword(s)
academic attainment; hierarchical linear modelling; inclusion; special educational needs and disabilities