A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland

Using data from Ireland’s national longitudinal study of children, this paper employs a capabilities approach to disability understand how individual characteristics as well home and school environmental factors at age 9 relate academic socio-emotional outcomes students with special educational needs (SEN) 17. Results suggest that young people SEN register both lower average scores make less progress between the their secondary examination, exception physical SEN. Both years have long-term associations SEN, after controlling for prior achievement. Home had consistent By using rigorous nationally representative data, offers more holistic understanding development The also provides important evidence inclusive supporting additional needs, parents, schools is needed.