Simply academic? Why children with special educational needs don't like school

European Journal of Special Needs Education

Volumn 27, Issue 1, 2012, Pages 81-97

  McCoy, Selina ^a   Banks, Joanne ^a  

^a ECONOMIC AND SOCIAL RESEARCH INSTITUTE   (Ireland)

Author keywords

academic engagement; inclusive education; peer relations; school engagement; special educational needs

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CHILD; EDUCATIONAL MOBILITY; EDUCATIONAL STATUS; FEMALE; HUMAN; LONGITUDINAL STUDY; MALE; PEER GROUP; PRIORITY JOURNAL; QUESTIONNAIRE; SCHOOL ADMISSION; SCHOOL CHILD; SELF REPORT; SOCIAL INTERACTION; TEACHER; CONTROLLED STUDY; HEALTH CARE NEED; HEALTH CARE POLICY; HEARING IMPAIRMENT; LEARNING; LEARNING DISORDER; MAJOR CLINICAL STUDY; MATHEMATICS; PHYSICAL DISABILITY; PIERS HARRIS SELF CONCEPT SCALE; RATING SCALE; SCHOOL; SPECIAL EDUCATION; SPEECH DISORDER; VISUAL IMPAIRMENT;

EID: 84857013637     PISSN: 08856257     EISSN: 1469591X     Source Type: Journal    
DOI: 10.1080/08856257.2011.640487     Document Type: Article

References (71)

1. Appleton, J., Christenson, S.L. and Furlong, M.J. 2008. Student engagement with school, critical conceptual and methodological issues of construct. Psychology in the Schools, 45: 369-386.
2. Asher, S.R. and Coie, J.D. 1990. Peer rejection in childhood, Cambridge: Cambridge University Press.
3. Banks, J., and S. McCoy. 2011. A study on the prevalence of special educational needs. Trim: National Council for Special Education.
4. Banks, J., S. McCoy, and M. Shevlin. Forthcoming. School matters: How context influences the identification of different types of special educational needs. Under review.
5. Bronfenbrenner, U. 1979. The ecology of human development: Experiments by nature and design, Cambridge, MA: Harvard University Press.
6. Bronfenbrenner, U. and Morris, P.A. 2006. "The bioecological model of human development". In Handbook of child psychology, Vol. 1: Theoretical models of human development, Edited by: Damon, W. and Lerner, R.M. 793-828. New York: John Wiley.
7. Browder, D.M. and Cooper-Duffy, K. 2003. Evidence-based practices for students with severe disabilities and the requirement for accountability in "No Child Left Behind". Journal of Special Education, 37: 157-163.
8. Buckroyd, J. and Flitton, B. 2004. The measurement of self-concept in children with complex needs. Emotional and Behavioural Difficulties, 9: 131-139.
9. Cambria, C. and Silvestre, N. 2003. Students with special educational needs in the inclusive classroom: Social integration and self-concept. European Journal of Special Needs Education, 18: 197-208.
10. Cassen, R. and Kingdon, G. 2007. Tackling low educational achievement, York: Joseph Rowntree Foundation.
11. Davis, M. and Watson, N. 2001. Where are the children's experiences? Analysing social and cultural exclusion in 'special' and 'mainstream' schools. Journal of Disability and Society, 16: 671-687.
12. Estell, D.B., Jones, M.H., Pearl, R., Van Acker, R. and Rodkin, P.C. 2008. Social status and aggressive and disruptive behaviour in girls: Individual, group, and classroom influences. Journal of School Psychology, 46: 193-212.
13. European Agency for Development in Special Needs Education. 2003. Thematic education, Brussels Middelfart: EADSNE.
14. Ferguson, D. 2008. International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23: 109-120.
15. Frederickson, N. 2010. Bullying or befriending? Children's responses to classmates with special needs. British Journal of Special Education, 37: 4-12.
16. Frostad, P. and Pijl, S.J. 2007. Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22: 15-30.
17. Fuchs, D. and Fuchs, L.S. 1994. Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60: 294-309.
18. Furlong, M.J. and Christenson, S.L. 2008. Engaging students at school and with learning: A relevant construct for all students. Psychology in the Schools, 45: 365-368.
19. Furlong, M. J., Whipple, A.D., St Jean, G., Simental, J., Soliz, A. and Punthuna, S. 2003. Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. The California School Psychologist, 8: 99-113.
20. Furrer, C. and Skinner, C. 2003. Words can hurt forever. Educational Leadership, 60: 18-21.
21. Goodman, R. 1997. The strengths and difficulties questionnaire: A research note. Journal of the Child Psychology Psychiatry, 38: 581-586.
22. Government of Ireland. 2004. The Education for Persons with Special Educational Needs Act (EPSEN).
23. Hanafin, J., Shevlin, M., Kenny, M. and McNeela, E. 2007. Including young people with disabilities: Assessment challenges in higher education. Higher education, 54: 435-448.
24. Hawes, D.J. and Dadds, M.R. 2004. Australian data and psychometric properties of the Strengths and Difficulties Questionnaire. Australian and New Zealand Journal of Psychiatry, 38: 644-651.
25. Humphrey, N. and Symes, W. 2010. Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25: 77-91.
26. Kalambouka, A., Farrell, P., Dyson, A. and Kaplan, I. 2007. The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. Educational Research, 49: 365-382.
27. Kelley, M.L. 2004. Review of the Piers-Harris Children's Self-Concept Scale: The way I feel about myself. Mental Measurements Yearbook Database, 16, London: Ohio University.
28. Klingner, J.K, Forgan, J.W., Cohen, P., Vaughn, S. and Schumm, J.S. 1998. Inclusion or pull-out: Which do students prefer?. Journal of Learning Disabilities, 31: 148-158.
29. Koster, M., Pijl, S.J., Nakkena, H. and Van Houten, E. 2010. Social participation of students with special needs in regular primary education in the Netherlands. International Journal of Disability, Development and Education, 57: 59-75.
30. Koster, M., Pijl, S.J., van Houten, E. and Nakken, H. 2007. The social position and development of pupils with SEN in mainstream Dutch primary schools. European Journal of Special Needs Education, 22: 31-46.
31. Larrivee, B. and Horne, M. 1991. Social status: A comparison of mainstreamed students with peers of different ability levels. Journal of Special Education, 25: 90-101.
32. Lewis, J.D. and Knight, H.V. 2007. Self-concept in gifted youth: An investigation employing the Piers-Harris Subscales. Gifted Child Quarterly, 51: 359-381.
33. MacGiolla Phadraig, B. 2007. Towards inclusion: The development of provision for children with special educational needs in Ireland from 1991 to 2004. Irish Educational Studies, 26: 289-300.
34. Marks, G.N., Cressell, J. and Ainley, A. 2006. Explaining socioeconomic inequalities in student achievement: The role of home and school factors. Educational Research and Evaluation, 12: 105-128.
35. McArthur, J., Sharp, S., Kelly, B. and Gaffney, M. 2007. Disabled children negotiating school life: Agency, difference and teaching practice. International Journal of Children's Rights, 15: 1-22.
36. McCoy, S., A. Quail, and E. Smyth. Forthcoming. The effects of school social mix: Unpacking the differences. Under review.
37. McCoy, S., D. Byrne, and J. Banks. 2011. Too much of a good thing? Gender, 'concerted cultivation' and unequal achievement in primary education. Child Indicators Research, published online 18 June 2011 doi: 10.1007/s12187-011-9118-2.
38. McCoy, S., Smyth, E. and Banks, J. 2012. The Primary Classroom: Insights from the Growing Up in Ireland Study, Dublin: ESRI and NCCA.
39. Meegan, S. and MacPhail, A. 2006. Inclusive education: Ireland's education provision for children with special educational needs. Irish Educational Studies, 25: 53-62.
40. Monchy, M., Pijl, S.P. and Zandberg, T. 2004. Discrepancies in judging social inclusion and bullying of pupils with behaviour problems. European Journal of Special Needs Education, 19: 317-330.
41. Murray, A., C. McCrory, M. Thornton, J. Williams, A. Quail, L. Swords, E. Doyle, and E. Harris. 2011. Growing Up in Ireland: Design, instrumentation and procedures for the child cohort. Technical Report Number 1. Dublin: Office of the Minister for Children. http://www.growingup.ie/fileadmin/user_upload/documents/Technical_Reports/GUI_-_DIPR_09.02.2011.pdf.
42. Murray, C. and Greenberg, M.T. 2001. Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38: 25-41.
43. Murray, C. and Pianta, R.C. 2009. The importance of teacher-student relationships for adolescents with high incidence disabilities. Theory Into Practice, 46: 105-112.
44. National Council for Curriculum and Assessment. 1999. Primary school curriculum, Dublin: The Stationary Office.
45. Oliver, M. and Barnes, C. 1998. Disabled people and social policy: From exclusion to inclusion, London: Harlow, Longman.
46. Ollendick, T.H., Weist, M.D., Borden, M.C. and Greene, R.W. 1992. Sociometric status and academic, behavioural, and psychological adjustment: A 5-year longitudinal study. Journal of Consulting and Clinical Psychology, 60: 80-87.
47. Ou, S.R. 2005. Pathways of long-term effects of an early intervention program on educational attainment: Findings from the Chicago longitudinal study. Journal of Applied Developmental Psychology, 26: 578-611.
48. Perdue, N.H., Manzeske, D.P. and Estell, D.B. 2009. Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46: 1084-1096.
49. Pianta, R.C. 1999. Enhancing relationships between children and teachers, Washington, DC: American Psychological Association.
50. Piers, E.V., Harris, D.B. and Herzberg, D.S. 2002. Piers-Harris self-concept scale, second edition, Los Angeles: Western Psychological Services.
51. Piers, E.V. and Herzberg, D.S. 2007. Piers-Harris Children's self-concept scale - second edition manual, Los Angeles: Western Psychological Services.
52. Pijl, S.J. 2007. Introduction: The social position of pupils with special needs in regular education. European Journal of Special Needs Education, 22: 1-5.
53. Pijl, S.J. and Hamstra, D. 2005. Assessing pupil development and education in an inclusive setting. International Journal of Inclusive Education, 9: 181-192.
54. Pijl, S.J., Skaalvik, E.N. and Skaalvik, S. 2010. Students with special educational needs and the composition of their peer group. Irish Educational Studies, 29: 57-70.
55. Priestley, M. 2001. Disability and the life course: Global perspectives, Cambridge: Cambridge University Press.
56. Rioux, M.H. and Pinto, P.C. 2010. A time for the universal right to education: Back to basics. British Journal of Sociology of Education, 31: 621-642.
57. Rose, D. and Harrison, E. 2009. Social class in Europe: An introduction to the European socio-economic classification, London: Routledge.
58. Rose, R. and Shevlin, M. 2010. Count me in! Ideas for actively engaging students in inclusive classrooms, Dublin: JKP Publishers.
59. Sasso, G.M. 2001. The retreat from knowledge and inquiry in special education. Journal of Special Education, 34: 178-193.
60. Sayal, K. and Taylor, E. 2005. Parent rating of schools behaviour in children at risk of attention deficit/hyperactivity disorder. Acta Psychiatrica Scandinavica, 111: 460-465.
61. Scheepstra, A.J.M., Nakken, H. and Pijl, S.J. 1999. Contacts with classmates: The social position of pupils with Down's syndrome in Dutch mainstream education. European Journal of Special Needs Education, 14: 212-220.
62. Schiller, E., C. Sanford, and J. Blackorby. 2008. A National Profile of the Classroom Experiences and Academic Performance of Students with Learning Disabilities: A Special Topic Report from the Special Education Elementary Longitudinal Study. US Department of Education.
63. Shah, S. and Priestley, M. 2009. Home and away: The impact of educational policies on disabled children's experiences of family and friendship. Research Papers in Education, 25: 155-174.
64. Sinclair, M.F., Christenson, S.L., Lehr, C.A. and Anderson, A.R. 2003. Facilitating student learning and engagement: Lessons learned from Check & Connect longitudinal studies. The California School Psychologist, 8: 29-41.
65. Smyth, E., Dunne, A., Darmody, M. and McCoy, S. 2007. Gearing up for the exam? The experiences of junior certificate students, Dublin: ESRI.
66. Smyth, E., and S. McCoy. 2009. Investing in education: Combating educational disadvantage. Dublin: ESRI Research Series No. 6.
67. Smyth, E., Whelan, C.T., McCoy, S., Quail, A. and Doyle, E. 2010. Understanding parental influence on educational outcomes among 9-year-olds in Ireland: The mediating role of resources, attitudes and children's own resources. Child Indicators Research, 3: 85-104.
68. UNESCO. 1994. The Salamanca World Conference on Special Needs Education: Access and quality, Paris: UNESCO.
69. UNESCO. 2006. Inclusive education in the global monitoring report 2006 on Education for All (EFA): Literacy for life, Paris: United Nations Educational, Scientific and Cultural Organization.
70. Watson, N., Shakespeare, T., Cunningham-Burley, S., Barnes, C., Corker, M., Davis, J. and Priestley, M. 1999. Life as a disabled child: A qualitative study of young people's experiences and perspectives, Swindon: Economic and Social Research Council.
71. Zigmond, N. and Baker, J. 1995. Concluding comments: Current and future practices in inclusive schooling. Journal of Special Education, 29: 245-250.