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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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Mihut, Georgiana, McCoy, Selina and Maître, Bertrand (2022) A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland. Oxford Review of Education, 48 (3). 271-288 . doi:10.1080/03054985.2021.1973982
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WRAP-capability-approach-understanding-academic-socio-emotional-outcomes-students-special-educational-needs-Ireland-Mihut-2021.pdf - Accepted Version Embargoed item. Restricted access to Repository staff only until 28 March 2023. Contact author directly, specifying your specific needs. - Requires a PDF viewer. Download (672Kb) |
Official URL: http://dx.doi.org/10.1080/03054985.2021.1973982
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.
| Item Type: | Journal Article | ||||||||
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| Subjects: | L Education > L Education (General) | ||||||||
| Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||||
| Journal or Publication Title: | Oxford Review of Education | ||||||||
| Publisher: | Routledge | ||||||||
| ISSN: | 0305-4985 | ||||||||
| Official Date: | 2022 | ||||||||
| Dates: |
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| Volume: | 48 | ||||||||
| Number: | 3 | ||||||||
| Page Range: | 271-288 | ||||||||
| DOI: | 10.1080/03054985.2021.1973982 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | Published | ||||||||
| Reuse Statement (publisher, data, author rights): | This is an Accepted Manuscript of an article published by Taylor & Francis in Oxford Review of Education on 28th Sep 2021, available online: http://www.tandfonline.com/10.1080/03054985.2021.1973982 | ||||||||
| Access rights to Published version: | Restricted or Subscription Access |
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