Zuwanderungsbezogene Disparitäten bei der Diagnose eines sonderpädagogischen Förderbedarfs Lernen und der besuchten Schulart

Data from the German Federal Statistical Office indicate that children with an immigrant background are overrepresented in special schools. In previous studies this finding has often been interpreted as an indication of ethnic discrimination. However, this interpretation is quite controversial. The present study investigates whether the immigrant background of a child is associated with a diagnosis of special educational needs in the area of learning (SEN-L) and with the type of schooling. The analyzes are based on data derived from a national assessment study in Germany with N = 27,081 fourth graders, thereof n = 713 with SEN-L in regular and special schools. Controlling for differences in social background, cognitive abilities and academic achievement, the results of logistic regression analyzes indicate that children with immigrant background are less likely to have a SEN-L diagnosis and to attend a special school than non-immigrant children. These findings are discussed in terms of the relevance of background characteristics for the diagnosis of SEN-L and the decision about the type of schooling.