Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes

Autor(en)

Susanne Schwab

Abstrakt

Positive peer relationships play a significant role in the development of students. They are beneficial for learning and psychological outcomes. This article draws upon an important distinction between the four main themes of social participation (friendships, interactions, peer acceptance and self-perception of social participation) and examines these aspects in inclusive and regular classes. Especially, differences in social participation of students with and without special educational needs (SEN) in inclusive classes and between students without SEN in inclusive and regular classes are examined. In this study, data from 1115 pupils in primary and secondary schools in Austria were analysed, of which 129 were diagnosed as having SEN. The results showed that in inclusive classes, students with SEN had lower scores on all four subthemes of social participation (friendships, interactions, peer acceptance and self-perception of social integration) than students without SEN. Regarding students without SEN, friendships and peer acceptance were significantly higher in inclusive classes than in regular classes. Differences were neither found for gender, nor between primary and secondary school students.

Organisation(en)

Externe Organisation(en)

Universität Bielefeld

Journal

Research in Developmental Disabilities

Band

43-44

Seiten

72-79

Anzahl der Seiten

8

ISSN

0891-4222

DOI

https://doi.org/10.1016/j.ridd.2015.06.005

Publikationsdatum

08-2015

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Developmental and Educational Psychology, Clinical Psychology

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/c90f6987-04cf-4242-b64f-621b6f341f6b