Resource Type
Dataset : Survey and aggregate data
  • Neu, Viola (Konrad-Adenauer-Stiftung, Berlin)
  • Konrad-Adenauer-Stiftung, Berlin
Publication Date
  • Neu, Viola (Konrad-Adenauer-Stiftung) (Project Leader)
  • Ipsos Public Affairs, Hamburg (Data Collector)
  • ZA:
    • Education, School Systems
  • CESSDA Topic Classification:
    • Educational policy
  • Abstract

    Attitudes, needs, assessments and wishes of parents of children with special educational needs. Topics: Perception of reporting on the subject of joint learning in the media; knowledge of the concept of inclusion; information on children: number, age (year of birth) and sex of children with special educational needs; time at which special educational needs were identified (before or after school enrolment); identifying person; class level attended; class level repeated; class changed. Information on school: type of school (regular school or special school); full-time school; change of type of school; discussions about the choice of school type with acquaintances versus private decision; most suitable type of school; type of school currently attended is desired type of school; obstacles to choice of school; educational aspiration: desired school leaving certificate and attainable school leaving certificate; funding priority; degree of impairment. School satisfaction: satisfaction with school; social impact of school types on the child; isolation of the child in school; composition of class; assessment of school; assessment of performance and social integration of the child in school; local density of special schools; importance of various aspects of support for school choice; assessment of aspects of support with regard to the offer in special schools or regular schools; opinion on performance motivation by grades. Parents with children in regular schools were asked: double staffing of teachers; composition of the double staffing (normal teacher and special teacher); weekly hours with special teacher; satisfaction with the child´s encouragement in the regular school; assessment of inclusion; assessment of release from class (better learning success vs. bad experience); good preparation of teachers; advantages of inclusion (more friends, better learning performance, no social exclusion, individual encouragement plans, continued friendships from the neighbourhood); social integration of the child: frequency of: complaints about the child in school, invitations to birthdays of children without impairment, playing with children without impairment in school or invitations to play with other children, contact with other parents in school with children without impairment). Demography: sex; age; German nationality; country of birth (migration background); school leaving certificate; number of school-age children; country of birth of children; language spoken in the household; participation of the child in lessons German as a second language; single parent. Additionally coded was: respondent ID; federal state. Interviewer rating: respondent´s understanding of questions; social stratum of household; willingness to participate in follow-up survey.
Temporal Coverage
  • 2014-10-17 / 2014-11-27
Geographic Coverage
  • Germany (DE)
Sampled Universe
Parents of children with special educational needs at primary and special schools
Non-probability: Quota; Sampling Procedure Comment: Non-Probability Sample: Quota Sample Quota Sample according to the characteristics of Nielsen areas, type of school of the child (special school vs. regular school), nationality of the parents (German vs. other), educational attainment of the parents
Time Dimension
  • Cross-section
Collection Mode
  • Face-to-face interview: CAPI/CAMI
  • Face-to-face interview: CAPI (Computer Assisted Personal Interview)
Data and File Information
  • Number of Variables: 287
A - Data and documents are released for academic research and teaching.
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Alternative Identifiers
  • ZA6973 (Type: ZA-No.)

Update Metadata: 2021-04-07 | Issue Number: 23 | Registration Date: 2018-11-22