Developmental outcomes of children in classes for special educational needs: results from a longitudinal study

Törmänen, Minna R.K.; Roebers, Claudia M. (2018). Developmental outcomes of children in classes for special educational needs: results from a longitudinal study. Journal of Research in Special Educational Needs : JORSEN, 18(2), pp. 83-93. Wiley 10.1111/1471-3802.12395

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This longitudinal study investigates the differences in cognitive and socio-emotional development and academic achievement between children educated in special education classes (N = 37) and regular classes (N = 37). The study is retrospective. The first measurement point was while children were attending play-oriented kindergarten and no deci- sion about their education had yet been made. The second measurement point followed after 2 years of schooling. Comparing carefully matched groups, no differences in executive functions (EFs) were found before beginning school. Children assigned to special education had poorer lan- guage, fine motor skills and a lower pre-academic self-concept, self-regulatory skills and social inte- gration. Notably, every fourth child in special edu- cation was an immigrant, 9% of whom later attended regular classes. After 2 years of school- ing in either setting, the groups differed signifi- cantly in academic achievement, EFs, fine motor skills and cognitive self-regulatory skills. However, it was not – as school officials had intended – that children in special education classes had caught up, except in regard to their academic self-con- cept and social integration.

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