How differentiated can a new tablet-based reading screening measure the reading proficiency of students with intellectual disabilities? Comparing the impact of disability, disability type and grade level on reading skills.

All people have the right to learn reading. Understanding the factors influencing reading proficiency among students with intellectual disabilities is important for developing effective instructions. To accurately assess reading, suitable assessments that can effectively differentiate between low performance levels are necessary.

Continuous norming in learning progress monitoring-An example for a test in spelling from grade 2-4.

One of the main goals of the teacher and the school system as a whole is to close learning gaps and support children with difficulties in learning. The identification of those children as well as the monitoring of their progress in learning is crucial for this task. The derivation of comparative standards that can be applied well in practice is a relevant quality criterion in this context.

Students' learning growth in mental addition and subtraction: Results from a learning progress monitoring approach.

The purpose of this study was to measure and describe students' learning development in mental computation of mixed addition and subtraction tasks up to 100. We used a learning progress monitoring (LPM) approach with multiple repeated measurements to examine the learning curves of second-and third-grade primary school students in mental computation over a period of 17 biweekly measurement intervals in the school year 2020/2021. Moreover, we investigated how homogeneous students' learning curves were and how sociodemographic variables (gender, grade level, the assignment of special educational needs) affected students' learning growth.

Do learners with special education needs really feel included? Evidence from the Perception of Inclusion Questionnaire and Strengths and Difficulties Questionnaire.

Background: School inclusion is an important right of students in school systems around the world. However, many students with special education needs (SEN) have lower perceptions of inclusion despite attending inclusive schools.

Aims: This study examined perceived levels of inclusion, academic self-concept and developmental problems in inclusive schools.

How Does Social Behavior Relate to Both Grades and Achievement Scores?

Prosocial behavior and peer problems are an important correlate of academic development; however, these effects vary by achievement measures and social behaviors. In this paper, we examined data from the German National Education Panel Study (NEPS), and we use structural equation modeling (SEM) to model the effects of prosocial behavior and peer problems on grades and competencies for both math ( = 3,310) and reading ( = 3,308) in grades 5 and 7. Our models account for the moderating effect of both gender and socioeconomic status (SES) as determined by parental education.

Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools.

Background: Studies among students with special educational needs (SEN) in separate special schools (SSS) and mainstream schools (MS) are particularly applicable to educational attainment and social participation. However, indicators of health and wellbeing have rarely been considered.

Aims: This study investigates two related topics: first, health and wellbeing differences between students with SEN in special schools (SSS) and students without SEN in regular schools, and second, the rarely considered question whether health and wellbeing among students with SEN differ between school settings (i.

Predicting a high rate of self-assessed and parent-assessed peer problems--Is it typical for students with disabilities?

Peer problems are common in children with special educational needs (SEN), but the reasons are poorly understood. This study aims to identify risk factors of peer problems (e.g.