Mathematical Skills of Students With Special Educational Needs in the Area of Learning (SEN-L) in Pre-Vocational Programs in Germany

Context: Students with special educational needs in the area of learning (SEN-L) attend vocational trainings to be provided qualifications for labor market. Competences arithmetic operations and comparing quantities such as weights lengths are indispensable obtaining a qualification. Therefore, study investigates whether students SEN-L Germany convert job-relevant master accurately certain speed before beginning training. Methods: 152 pre-vocational training programs southern were examined using curriculum-related computer tests formative assessment. Three skill-based constructed progress monitoring including component. Results: All newly developed meet requirements Rasch model. Students' performance on test correlates significant linear relationship (r = 0.64). Only weak correlations > 0.29 < 0.45) found between tests. For items tests, participants show average significantly higher probability solving than test. Furthermore, slow processing (median 6.37 seconds, 6.26 33.97 seconds per item). The solve more correctly operation 25 items, 24 7 items). Conclusion: majority not able expected number that participants' accuracy dealing quantity comparison is low. It can assumed this might lead difficulties mastering mathematical context This case, particular, where required (fluency). Math instruction stronger focus building up expanding has complemented by process SEN-L.