Comparing Perceptual Speed Between Educational Contexts: The Case of Students With Special Educational Needs

Abstract

Perceptual speed is a basic component of cognitive functioning that allows people to efficiently process novel visual stimuli and quickly react to them. In educational studies, tests measuring perceptual speed are frequently developed using students from regular schools without considering students with special educational needs. Therefore, it is unclear whether these instruments allow valid comparisons between different school tracks. The present study on N = 3,312 students from the National Educational Panel Study evaluated differential item functioning (DIF) of a short test of perceptual speed between four school tracks in Germany (special, basic, intermediate, and upper secondary schools). Bayesian Rasch Poisson counts modeling identified negligible DIF that did not systematically disadvantage specific students. Moreover, the test reliabilities were comparable between school tracks. These results highlight that perceptual speed can be comparably measured in special schools, thus enabling educational researchers to study schooling effects in the German educational system.