TY  - JOUR
A1  - Lenkeit, Jenny
A1  - Hartmann, Anne
A1  - Ehlert, Antje
A1  - Knigge, Michel
A1  - Spörer, Nadine
T1  - Effects of special educational needs and socioeconomic status on academic achievement
BT  - Separate or confounded?
JF  - International Journal of Educational Research
N2  - Germany is continuously expanding its inclusive education system. Research provides evidence that students with special educational needs (SEN) in inclusive school settings show lower academic achievement and come from lower socioeconomic backgrounds than their peers without SEN. Identifying to what extent the disadvantages originating from both characteristics are confounded in predicting academic achievement, has been neglected in the German educational context. Using data of 1711 primary and secondary school students from a longitudinal study in the state of Brandenburg, this study evaluates to what degree SEN (in the areas of learning and emotional-social difficulties) and socioeconomic background (SES) are confounded in predicting academic initial achievement in reading and mathematics as well as their development over time. Using multilevel modelling techniques that nest three measurement points into students and students into classes, results identify SES and SEN as relevant predictors of achievement status and growth in both subjects. Only few and small mediation effects of SES were found, indicating that both SES and SEN remain independent risk factors for achievement. Understanding the origins of student disadvantage can help teachers to make better informed choices for designing support measures and aid policymakers' reasoning for resource allocations.
KW  - Special educational needs
KW  - Socioeconomic background
KW  - Multiple disparities
KW  - Longitudinal
KW  - Hierarchical linear modelling
Y1  - 2022
U6  - https://doi.org/10.1016/j.ijer.2022.101957
SN  - 0883-0355
VL  - 113
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Spörer, Nadine
A1  - Lenkeit, Jenny
A1  - Bosse, Stefanie
A1  - Hartmann, Anne
A1  - Ehlert, Antje
A1  - Knigge, Michel
T1  - Students’ perspective on inclusion
BT  - Relations of attitudes towards inclusive education and self-perceptions of peer relations
JF  - International journal of educational research
N2  - The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties. 
Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.
KW  - peer relations
KW  - inclusion
KW  - students
KW  - attitudes
KW  - special educational
KW  - needs
Y1  - 2020
U6  - https://doi.org/10.1016/j.ijer.2020.101641
SN  - 0883-0355
SN  - 2666-3740
VL  - 103
PB  - Elsevier Science
CY  - Oxford
ER  -