Bielefeld Longitudinal Study on Learning in Inclusive and Exclusive Forms of Special Needs Education (BiLieF) - Key Findings

被引：4

作者：

Luetje-Klose, Birgit ^{[1
]}

Neumann, Phillip ^{[2
]}

Gorges, Julia ^{[3
]}

Wild, Elke ^{[4
]}

机构：

[1] Univ Bielefeld, Erziehungswissensch, Schwerpunkt Sch Inklus & Sonderpadag Professional, Bielefeld, Germany

[2] Univ Bielefeld, Fak Erziehungswissensch, AG Schultheorie Schwerpunkt Grund & Forderschulen, Univ Str 25, D-33615 Bielefeld, Germany

[3] Univ Bielefeld, Projekt Bielefelder Fortbldg Konzept Kooperat Ink, Bielefeld, Germany

[4] Univ Bielefeld, Fak Psychol & Sportwissensch, Abt Psychol, Arbeitseinheit Padag Psychol 09, D-33615 Bielefeld, Germany

来源：

DDS-DIE DEUTSCHE SCHULE | 2018年 / 110卷 / 02期

关键词：

inclusion; special educational needs; primary school; school well-being; role of special education teachers;

D O I：

10.31244/dds.2018.02.02

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The Bielefeld Longitudinal Study on Learning in Inclusive and Exclusive Forms of Special Needs Education (BiLieF) compared the psychosocial development and the performance growth of children with special educational needs in the field of learning, starting in third grade through fifth grade. Results from quantitative and qualitative methods showed that proximal factors affect children's development, whereas educational setting is less influential.

引用

页码：109 / 123

页数：15

共 22 条

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