Children in Regular and Special Needs Classes: Cognitive and Non-Cognitive Aspects

Abstract

In the present study, systematic comparisons between Swiss children attending regular first grade classes and those enrolled in classes for children with special needs (so-called “Einführungsklassen”, in which the first grade curriculum is spread over two years) are reported. Different aspects of executive skills in the domain of short-term memory, attention, motor coordination, and achievement motivation are addressed. For most cognitive measures, children in special needs classes perform more poorly than children in regular classes. Deficits appeared to be pronounced in tasks of high complexity and with multiple demands, but there were no differences with respect to self-concept and school motivation. Follow-up analyses indicate that improvement in most of the tasks was minimal and that children in special needs classes do not catch up to their age-mates. The findings are discussed in terms of adequate placement of these children and the need for early and efficient prevention/intervention programs.