Abstract
This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils’ problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher’s views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed.
Highlights
Throughout Europe, ongoing efforts are made to increase the proportion of pupils with special educational needs (SEN) that can be accommodated for in mainstream schools, subsequently decreasing referral to special education
In the first research question, the proportion of pupils in mainstream primary schools who have been identified with SEN by their teacher was addressed, as well as the nature and severity of the problems of these pupils
Findings confirm outcomes from other studies that pupils with SEN do not form a clearly defined group (Pijl, Frostad, and Flem 2008) and form a heterogeneous group with a spectrum of needs (Bruggink, Goei, and Koot 2013)
Summary
Throughout Europe, ongoing efforts are made to increase the proportion of pupils with special educational needs (SEN) that can be accommodated for in mainstream schools, subsequently decreasing referral to special education. The process of identifying and supporting pupils with SEN can be understood in terms of three different overlapping models: a pedagogical model related to knowledge goals, a social model related to the pupil’s social situation and adjustment in school, and a medical model related to the pupil’s health (Isaksson, Lindqvist, and Bergström 2010). Roeleveld differ considerably between countries, a common factor is that most systems mainly rely on the medical model in order to identify these pupils (Desforges and Lindsay 2010; Ferguson 2008). Desforges and Lindsay (2010) recommended that assessment of SEN should be an on-going process which is closely linked to intervention, and it should be an integral part of the cycle of assessment, planning, teaching and reassessment Roeleveld differ considerably between countries, a common factor is that most systems mainly rely on the medical model in order to identify these pupils (Desforges and Lindsay 2010; Ferguson 2008). Norwich and Lewis (2001) pointed out that pupils with SEN cannot be considered to be part of a specific subgroup, since there is a range of pupils along continua of attainment and cognitive abilities, which calls for continua of teaching or pedagogic approaches. Desforges and Lindsay (2010) recommended that assessment of SEN should be an on-going process which is closely linked to intervention, and it should be an integral part of the cycle of assessment, planning, teaching and reassessment
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