TY  - JOUR
A1  - Ebenbeck, Nikola
A1  - Rieser, Jakob
A1  - Jungjohann, Jana
A1  - Gebhardt, Markus
T1  - How the existence of special schools affects the placement of students with special needs in inclusive primary schools
JF  - Journal of Research in Special Educational Needs
N2  - Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distance effect of special schools affecting the placement of students. For this purpose, official school statistics including all students at special and regular schools in the years 2010, 2015 and 2020 (N = 11 280 040) are evaluated in a spatiotemporal comparison using Educational Data Mining. In a hierarchical regression model on school placement in inclusive schools, the distance between primary and special schools has the highest influence (β = 0.48) on the inclusion rate (i.e., the proportion of students with special needs who are educated in regular schools in relation to all students with disabilities), along with the size (β = −0.14) and the density of special schools in a district (β = −0.12). The effects differ according to the population density of the region and are stronger in large cities. When the proportion of students with and without SEN in regular schools is considered (support rate), the density of special schools has the greatest impact on school placement (ß = 43.44). Self‐preservation of schools, traditional funding systems and regional differences between urban and rural areas are discussed as possible reasons.
KW  - Inclusion Rate
KW  - placement
KW  - pull effect
KW  - school statistics
KW  - special schools
KW  - systemic effects
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-287308
VL  - 22
IS  - 3
SP  - 274
EP  - 287
ER  - 
TY  - JOUR
A1  - Rohlfing, Katharina J.
A1  - Lüke, Carina
A1  - Liszkowski, Ulf
A1  - Ritterfeld, Ute
A1  - Grimminger, Angela
T1  - Developmental paths of pointing for various motives in infants with and without language delay
JF  - International Journal of Environmental Research and Public Health
N2  - Pointing is one of the first conventional means of communication and infants have various motives for engaging in it such as imperative, declarative, or informative. Little is known about the developmental paths of producing and understanding these different motives. In our longitudinal study (N = 58) during the second year of life, we experimentally elicited infants' pointing production and comprehension in various settings and under pragmatically valid conditions. We followed two steps in our analyses and assessed the occurrence of canonical index-finger pointing for different motives and the engagement in an ongoing interaction in pursuit of a joint goal revealed by frequency and multimodal utterances. For understanding the developmental paths, we compared two groups: typically developing infants (TD) and infants who have been assessed as having delayed language development (LD). Results showed that the developmental paths differed according to the various motives. When comparing the two groups, for all motives, LD infants produced index-finger pointing 2 months later than TD infants. For the engagement, although the pattern was less consistent across settings, the frequency of pointing was comparable in both groups, but infants with LD used less canonical forms of pointing and made fewer multimodal contributions than TD children.
KW  - pointing gestures
KW  - pointing motives
KW  - developmental paths
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-270727
SN  - 1660-4601
VL  - 19
IS  - 9
ER  -