Benz, Robin; Sahli Lozano, Caroline; Marx, Esperanza (2026). Socioeconomic gaps in the allocation of curriculum modifications in inclusive mainstream classrooms. Journal of Research in Special Educational Needs, 26 (3), pp. 1-18 Wiley. 10.1111/1471-3802.70130
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Benz-SahliLozano-Marx_Socioeconomic-Gaps-in-Curriculum-Modifications_JORSEN_2026.pdf - Published Version Available under License Creative Commons: Attribution (CC-BY). Download (369kB) | Preview |
Differentiation is a widely established approach to addressing heterogeneity in students' learning needs and prerequisites in inclusive mainstream classrooms. While differentiation has been extensively studied regarding its implementation and effectiveness, aspects of social selectivity in these practices remain underexplored. This study focuses on curriculum modifications, a form of differentiation that entails reduced learning objectives and altered curricular content for low-achieving students, and examines their socially selective allocation. Drawing on population-wide and administratively linked data on primary school students in Northwestern Switzerland, it is examined whether and to what extent students from low-income households are more likely to receive curriculum modifications. Results from multilevel regression models suggest a systematic overrepresentation of students from low-income households among those receiving curriculum modifications. Mediation analyses confirm that this overrepresentation of students from low-income households is only partly explained by income-related gaps in academic achievement. Since curriculum modifications, as suggested by prior research, may carry adverse implications for targeted students' learning progress and future educational pathways, social selectivity in the allocation of this measure may contribute to an exacerbation of educational inequalities.
Item Type: |
Journal Article (Original Article) |
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ISSN: |
1471-3802 |
Publisher: |
Wiley |
Projects: |
[24 w 0002 01] RILZCHECK – Vergabe und Auswirkungen von Reduzierten Individuellen Lernzielen / Allocation and Effects of Reduced Individual Learning Objectives Official URL |
Language: |
English |
Submitter: |
Robin Benz |
Date Deposited: |
24 Jun 2026 15:38 |
Last Modified: |
25 Jun 2026 10:49 |
Publisher DOI: |
10.1111/1471-3802.70130 |
Related URLs: |
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Uncontrolled Keywords: |
curriculum modifications, differentiated instruction, differentiation, inclusive education, mediation analysis, register data, special educational needs, Switzerland |
PHBern DOI: |
10.57694/8088 |
URI: |
https://phrepo.phbern.ch/id/eprint/8088 |
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