Is the Norwegian Education System Effective in Supporting Students With Special Educational Needs? Evidence From Population‐Based Longitudinal Data

ABSTRACT

Despite strong policy support for inclusive education, evidence of special education's effectiveness remains mixed. Using the Norwegian Mother, Father and Child Cohort Study, we estimated the system‐level effect of special education for language‐related learning difficulties in Grades 3–4 on Grade 5 reading comprehension. Bayesian regression jointly modelled the outcome and missing data, adjusting for extensive pre‐exposure characteristics. Among 2532 eligible children, 818 received special education and 1714 did not. Recipients' expected reading scores were 0.09 SD lower than those of comparable non‐recipients (90% credible interval: −0.16 to −0.01). There was no compelling evidence of effect modification by developmental indicators or home‐reading frequency. Norway's linked longitudinal data provide a rare opportunity to evaluate special education at system level. The findings indicate that receipt of provision did not translate into improved reading outcomes and strengthen the case for improving how support is organised and delivered rather than reducing assistance.