955
Views
5
CrossRef citations to date
0
Altmetric
Articles

Does special education predict students’ math and language skills?

Pages 525-540 | Received 04 Apr 2017, Accepted 24 Aug 2017, Published online: 11 Sep 2017

References

  • Carlsten, C. T. 2002. Norsk rettskrivnings- og leseprøve for grunnskolen [Norwegian Orthography and Reading Tests for Primary Schools]. Oslo: N.W. Damm & Søn AS.
  • Dempsey, I., M. Valentine, and K. Colyvas. 2015. “The Effects of Special Education Support on Young Australian School Students.” International Journal of Disability, Development and Education 63 (3): 271–292. doi:10.1080/1034912X.2015.1091066.
  • Duncan, G. J., and C. M. Gibson-Davis. 2006. “Connecting Child Care Quality to Child Outcomes: Drawing Policy Lessons from Nonexperimental Data.” Evaluation Review 30 (5): 611–630.10.1177/0193841X06291530
  • Duncan, G. J., K. A. Magnuson, and J. Ludwig. 2004. “The Endogeneity Problem in Developmental Studies.” Research in Human Development 1 (1–2): 9–80. doi:10.1080/15427609.2004.9683330.
  • Eccles, J. S., and C. Midgley. 1989. “Stage/Environment Fit: Developmentally Appropriate Classrooms for Early Adolescents.” In Research on Motivation in Education Vol. 3, edited by R. E. Ames and C. Ames, 139–186. San Diego, CA: Academic Press.
  • Eccles, J. S., C. Midgley, A. Wigfield, C. M. Buchanan, D. Reuman, C. Flanagan, and D. Mac Iver. 1993. “Development During Adolescence: The Impact of Stage-environment Fit on Young Adolescents' Experiences in Schools and in Families.” American Psychologist 48: 90–101.10.1037/0003-066X.48.2.90
  • Education Act. 1998. Act of 17 July no. 61 Relating to Primary and Secondary Education and Training (the Education Act). Reformulated with Amendments as of 25 June 2010, 31 May 2011, 2012, 2013 and 2014. Norway. https://www.regjeringen.no/globalassets/upload/kd/vedlegg/grunnskole/dokumenter/educationact_with_amendments_entered2013.pdf.
  • Epstein, J. 2009. School, Family and Communities Partnership: Your Handbook for Action. Thousand Oaks, CA: Sage.
  • Giota, J., O. Lundborg, and I. Emanuelsson. 2009. “Special Education in Comprehensive Schools: Extent, Forms and Effects.” Scandinavian Journal of Educational Research 53 (6): 557–578.10.1080/00313830903302083
  • Gresham, F. M., and S. N. Elliott. 1990. Social Skills Rating System, Manual. Circle Pines, MN: American Guidance Service.
  • Gresham, F. M., and S. N. Elliott. 2008. Social Skills Improvement System Rating Scales Manual. Minneapolis, MN: NCS Pearson.
  • Hatlevik, O. E., G. Egeberg, G. B. Gudmundsdottir, M. Loftsgarden, and M. Loi. 2013. Monitor skole 2013: Om digital kompetanse og erfaringer med bruk av IKT i skolen [Monitor School 2013: On Digital Competence and Experience in the Use of ICT in Schools]. Oslo: Senter for IKT i utdanningen.
  • Haug, P. (red.) 2012. Kvalitet i opplæringa [Quality in Education]. Oslo: Det Norske Samlaget.
  • Heckman, J. J. 1979. “Sample Selection Bias as a Specification Error.” Econometrica 47 (1): 153–161.10.2307/1912352
  • Hill, J., and J. P. Reiter. 2006. “Interval Estimation for Treatment Effects Using Propensity Score Matching.” Statistics in Medicine 25 (13): 2230–2256.10.1002/(ISSN)1097-0258
  • Jimerson, S., B. Egeland, and A. Teo. 1999. “A Longitudinal Study of Achievement Trajectories: Factors Associated with Change.” Journal of Educational Psychology 91 (1): 116–126.10.1037/0022-0663.91.1.116
  • Keslair, F., E. Maurin, and S. McNally. 2012. “Every Child matters? An Evaluation of ‘Special Educational Needs’ Programmes in England.” Economics of Education Review 31 (6): 932–948.10.1016/j.econedurev.2012.06.005
  • Keslair, F., and S. McNally. 2009. Special Educational Needs in England. Report to the National Equality Panel. July 2009. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.3998&rep=rep1&type=pdf.
  • Kjellin, M. S., and K. Wennerström. 2006. “Classroom Activities and Engagement for Children with Reading and Writing Difficulties.” European Journal of Special Needs Education 21 (2): 187–200.10.1080/08856250600600885
  • McCoy, S., J. Banks, and M. Shevlin. 2012. “School Matters: How Context Influences the Identification of Different Types of Special Educational Needs.” Irish Educational Studies 31 (2): 119–138.10.1080/03323315.2012.669568
  • McCoy, S., B. Maître, D. Watson, and J. Banks. 2016. “The Role of Parental Expectations in Understanding Social and Academic Well-being among Children with Disabilities in Ireland.” European Journal of Special Needs Education 31 (4): 535–552.10.1080/08856257.2016.1199607
  • Moos, R., and E. J. Trickett. 1974. The Classroom Environment Scale Manual. Palo Alto, CA: Consulting Psychology ress.
  • Morgan, P. L., M. L. Frisco, G. Farkas, and J. Hibel. 2008. “A Propensity Score Matching Analysis of the Effects of Special Education Services.” Journal of Special Education 43: 236–254.
  • Nevøy, A., and S. E. Ohna. 2014. Spesialundervisning – bilder fra skole-Norge: en studie av spesialundervisnings dynamikk i grunnopplæringen [Specialized Education – Pictures from the Norwegian School: A Study of the Dynamics of Specialized Education in the Primary School]. Stavanger: Universitetet i Stavanger.
  • NICHD (Early Child Care Research Network), and G. J. Duncan. 2003. “Modeling the Impacts of Child Care Quality on Children’s Preschool Cognitive Development.” Child Development 74 (5): 1454–1475.
  • Nilsen, S. 2016. “Special Education and General Education: Coordinated or Separated? A Study of Curriculum Planning for Pupils with Special Educational Needs.” International Journal of Inclusive Education 21 (2): 205–217.
  • Nilsen, S., and C. Herlofsen. 2012. “National Regulations and Guidelines and the Local Follow-up in the Chain of Actions in Special Education.” International Journal of Special Education 27 (2): 136–147.
  • Nordahl, T. 2000. En skole – to verdener. Et teoretisk og empirisk arbeid om problematferd og mistilpasning i et elev- og lærerperspektiv [One School – Two Worlds. A Theoretical and Empirical Study of Problem Behaviour and Maladjustment in a Pupil’s and a Teacher’s Perspective]. Rapport 11/00. Oslo: NOVA.10.7577/nova/rapporter/2000/11
  • Nordahl, T. 2005. Læringsmiljo og pedagogisk analyse. En beskrivelse og evaluering av LP-modellen [Learning Environment and Pedagogical Analysis. A Description and Evaluation of the LP Model]. Rapport 19/05. Oslo: NOVA.10.7577/nova/rapporter/2005/19
  • Nordahl, T., and M. A. Sorlie. 1998. Brukerperspektiv pa skolen. Elever og foreldre om skole og relasjoner [A User’s Perspective of the School. Pupils and Parents on the School and Relationships]. Rapport 12d/98. Oslo: NOVA.
  • Nordahl, T., and A. K. Sunnevåg. 2008. Spesialundervisningen i grunnskolen: Stor avstand mellom idealer og realiteter [Specialized Teaching in the Primary School: Large Gap Between Ideals and Realities]. Rapport 2/2008. Elverum: Høgskolen i Hedmark.
  • Norwegian Directorate for Education and Training. 2014. Veilederen Spesialundervising [The Teaching Supervisor in Specialized Education]. [Oslo]: Utdanningsdirektoratet. file:///C:/Users/a1510281/Downloads/Spesialundervisning.pdf.
  • Norwegian Directorate for Education and Training. 2015. The Primary and Lower Secondary School Information System (GSI). Oslo: The Norwegian Directorate for Education and Training. https://gsi.udir.no/informasjon/.
  • Norwegian Directorate for Education and Training. 2016. The Education Mirror 2016 - Analysis of Primary and Secondary Education and Training in Norway. Oslo: Norwegian Directorate of Education and Training. https://utdanningsspeilet.udir.no/2016/wp%20content/uploads/2016/06/Utdanningsspeilet_2016.pdf.
  • Norwegian Ombudsman for Children. 2017. Aimlessly, Technical Report. Oslo: The Norwegian Ombudsman for Children. https://barneombudet.no/wp-content/uploads/2017/03/Bo_rapport_enkeltsider.pdf.
  • Ofsted (Office for Standards in Education). 2004. Special Educational Needs and Disability: Towards Inclusive Schools ( No. HMI 2276). https://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/HMI%202276.pdf.
  • Ogden, T. 1985. Elevers vurdering av skole- og klassemiljo. En surveyundersokelse [Pupils’ Assessment of Their Environments in School and in Class. A Survey]. Bergen: Institutt for pedagogisk psykologi, Universitetet i Bergen.
  • Ogden, T. 1995. Kompetanse i kontekst. En studie av risiko og kompetanse hos 10- og 13-aringer [Competense in Context. A Study of Risk and Competense among 10 and 13 year Olds]. Oslo: Barnevernets Utviklingssenter.
  • Opsvik, F and B. L. Skorpen. 2017. “Utvikling av kartleggingsprøver i matematikk. I: Spesialundervisning – Innhald og funksjon”. [Development of mapping tests in mathematics. In: Special education - Contents and function]. Oslo: Det Norske Samlaget. ISBN 9788252194111. 256–271
  • Rosenbaum, P. R., and D. B. Rubin. 1984. “Reducing Bias in Observational Studies Using Subclassification on the Propensity Score.” Journal of the American Statistical Association 79 (387): 516–524.10.1080/01621459.1984.10478078
  • Rubie-Davies, C. M., and R. Rosenthal. 2016. “Intervening in Teachers' Expectations: A Random Effects Meta-analytic Approach to Examining the Effectiveness of an Intervention.” Learning and Individual Differences 50: 83–92.10.1016/j.lindif.2016.07.014
  • Rutter, M. 1979. “Invulnerability, or Why Some Children Are Not Damaged by Stress.” In New Directions in Children’s Mental Health, edited by S. J. Shamsie. (55–75) New York: SP Medical & Scientific Books.
  • Rutter, M., B. Maughan, P. Mortimore, and J. Ouston. 1979. Fifteen Thousand Hours: Secondary Schools and Their Effects on Children. London: Open Books.
  • Schafer, J. L., and J. W. Graham. 2002. “Missing data: Our view of the state of the art.” Psychological Methods 7 (2): 147–177.10.1037/1082-989X.7.2.147
  • Skaalvik, E. 1993. Motivasjonsskala [Motivation Scale]. Universitetet i Trondheim, Pedagogisk institutt, Trondheim.
  • Sørlie, M-A. og T. Nordahl. 1998. Problematferd i skolen. Hovedfunn. Forklaringer. Pedagogiske implikasjoner. Hovedrapport fra forskningsprosjektet ≪Skole og Samspillsvansker≫ [Problem Behaviour in The school. Major Observations. Explanations. Pedagogical Implications. Central Report from the Research Project: «The School and Difficulties with Interaction”]. Rapport 12a/98. Oslo: NOVA.10.7577/nova/rapporter/1998/12a
  • Sullivan, A. L., and S. Field. 2013. “Do Preschool Special Education Services Make a Difference in Kindergarten Reading and Mathematics Skills?: A Propensity Score Weighting Analysis.” Journal of School Psychology 51 (2): 243–260.10.1016/j.jsp.2012.12.004
  • Topphol, K. A., P. Haug and T. Nordahl. 2017. “SPEED-prosjektet, metode, datagrunnlag og prosedyrar. I: Spesialundervisning – Innhald og funksjon.” [The SPEED-project, method, data base and procedures. In: Special education - Contents and function]. Oslo: Det Norske Samlaget. ISBN 9788252194111. 31–51.
  • U.S. Department of Education, National Center for Education Statistics. 2007. The Nation’s Report Card. https://nces.ed.gov/nationsreportcard/.
  • William, R. Shadish Cook, T.D., & Campbell, D.T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Wadsworth Cengage learning.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.