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A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland.

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Title: A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland.
Authors: Mihut, Georgiana, McCoy, Selina, Maître, Bertrand
Source: Oxford Review of Education. Jun2022, Vol. 48 Issue 3, p271-288. 18p. 2 Charts, 2 Graphs.
Subjects: Special education, Capabilities approach (Social sciences), Academic achievement, Socioemotional selectivity theory
Geographic Terms: Ireland
Abstract: Using data from Ireland's national longitudinal study of children, this paper employs a capabilities approach to disability to understand how individual characteristics as well as home and school environmental factors at age 9 relate to academic and socio-emotional outcomes of students with special educational needs (SEN) at age 17. Results suggest that young people with SEN register both lower average scores and make less academic progress between the age of 9 and their national lower secondary examination, with the exception of young people with a physical SEN. Both home and school environmental factors at 9 years have long-term associations with the academic outcomes of young people with SEN, after controlling for individual characteristics and prior academic achievement. Home and school environmental factors had less consistent associations with the socio-emotional outcomes of young people with SEN. By using rigorous nationally representative longitudinal data, this paper offers a more holistic understanding of the development of young people with SEN. The paper also provides important evidence that a more inclusive approach for supporting students with additional needs, their parents, and their schools is needed. [ABSTRACT FROM AUTHOR]
Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="AR" term="%22Mihut%2C+Georgiana%22">Mihut, Georgiana</searchLink><br /><searchLink fieldCode="AR" term="%22McCoy%2C+Selina%22">McCoy, Selina</searchLink><br /><searchLink fieldCode="AR" term="%22Maître%2C+Bertrand%22">Maître, Bertrand</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Jun2022, Vol. 48 Issue 3, p271-288. 18p. 2 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Capabilities+approach+%28Social+sciences%29%22">Capabilities approach (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Socioemotional+selectivity+theory%22">Socioemotional selectivity theory</searchLink>
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  Data: Using data from Ireland's national longitudinal study of children, this paper employs a capabilities approach to disability to understand how individual characteristics as well as home and school environmental factors at age 9 relate to academic and socio-emotional outcomes of students with special educational needs (SEN) at age 17. Results suggest that young people with SEN register both lower average scores and make less academic progress between the age of 9 and their national lower secondary examination, with the exception of young people with a physical SEN. Both home and school environmental factors at 9 years have long-term associations with the academic outcomes of young people with SEN, after controlling for individual characteristics and prior academic achievement. Home and school environmental factors had less consistent associations with the socio-emotional outcomes of young people with SEN. By using rigorous nationally representative longitudinal data, this paper offers a more holistic understanding of the development of young people with SEN. The paper also provides important evidence that a more inclusive approach for supporting students with additional needs, their parents, and their schools is needed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03054985.2021.1973982
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        Text: English
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        PageCount: 18
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        Type: general
      – SubjectFull: Capabilities approach (Social sciences)
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      – SubjectFull: Academic achievement
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      – SubjectFull: Socioemotional selectivity theory
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      – SubjectFull: Ireland
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              Text: Jun2022
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