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Reading and Mathematics achievements of students with and without ILBD based on groups and maintainers (ANOVA sig. 5 0.000)
Source publication
There is an increased interest in exploring the interaction between knowledge of foreign languages, Reading and Mathematics and correlation of students' achievement in Hungary (e. g. Szirmai, 2003; Garami, 2009; Hegedűs & Sebestyén, 2019). Special learner groups are rarely put in the focus of research, therefore in our paper, we examine achievement...
Context in source publication
Context 1
... is thought to be related to the admission process of the institutions (Elder & Jepsen, 2014;Weiß, 2012). The low results of the foundation schools and other categories can be explained by the fact that according to a previous research finding (Hegedűs, 2020), many students with ILBD are concentrated in foundation institutions (Table 3). We analysed students' subject preferences based on groups and ILBD, according to which, we found significant differences by ANOVA: students in all three groups preferred the foreign language the most, while Mathematics was preferred the least. ...Similar publications
The goal of this study is to determine how well the Click & Clunk approach works in improving students' reading comprehension. In this study, non-randomized pretests and posttests were used in a quasi-experimental setting utilizing quantitative methodologies. Students from SMPN 1 Kanigoro served as the study's subjects, with Class 7H serving as the...
Citations
... The field of our research is Hungary, where the average percentage of diagnosed students with special educational needs in the 2019/2020 school year in primary schools (ages 6-14) was 7.8% [80]. Research analysing the support network of professionals supporting these children and their families shows deficiencies in both the diagnostic process and care (e.g., a low number of special education teachers, a lack of co-teachers and teacher assistants, that is, we can say a lack of inclusive classroom settings) [81][82][83]. In our research, we therefore address the question of what kind of support families can expect when professional help is lacking. ...
... The children who are the focus of this study also attend such schools. Overall, it is also true in Hungary that the very basic principles of systemlevel inclusion are laid down in the country's legal background [2,3], but there are still shortcomings at the school and family level [81][82][83]. In this context, the question our study investigates may be particularly important. ...
Students with special educational needs are a diverse group. Promoting their learning success is particularly challenging, even in practice for inclusive schools. At the same time, parents are often left alone with diagnosis and treatment. Therefore, the focus of our study was on the families of successful students with special educational needs and the networks around their families. Our research question is: What are the differences in social capital between parents of successful students with and without learning, behavioural and emotional disorders, and difficulties (SEN B)? We analysed the survey Value-Creating Education 2020 (n = 1156). Parents of 10-year-old children were asked whether their child needs special education services because of difficulties in learning. We used separate ordinal regression models to examine predictors of academic achievement in the two subsamples of parents of students with and without special educational needs (SEN B). Our results showed that factors supporting success differed between the two groups. Family background and involvement of professional helpers (teachers, psychologists, special education teachers) in child-raising were not among the predictors of academic success for students who need special education services because of learning problems, but the availability of an extensive network of the family had a positive significant effect.
