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Special educational needs placement in lower secondary education: the impact of segregated vs. mainstream placement on post-16 outcomes

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  • Beatrice Schindler Rangvid

Abstract

Many countries are moving towards more inclusive education. Yet there is only little evidence on the effect of moving students with special educational needs from segregated educational settings to regular classrooms on students’ medium-term outcomes like enrolment in upper secondary programmes. This study contributes to filling this gap using combined evidence from matching and instrumental variable approaches. The results suggest that mainstreaming students substantially increases enrolment and progress towards the certificate. Earlier mainstreaming tends to be more effective. Academic skills at the end of compulsory schooling are identified as an important mediator.

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  • Beatrice Schindler Rangvid, 2022. "Special educational needs placement in lower secondary education: the impact of segregated vs. mainstream placement on post-16 outcomes," Education Economics, Taylor & Francis Journals, vol. 30(4), pages 399-425, July.
    • Handle: RePEc:taf:edecon:v:30:y:2022:i:4:p:399-425
    DOI: 10.1080/09645292.2021.1995850
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    Cited by:

    1. V. B. Salas García & José María Rentería, 2024. "Students with special educational needs in regular classrooms and their peer effects on learning achievement," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.

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