Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria
Schwab S (2015)
Research in Developmental Disabilities 43-44: 72-79.
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Abstract / Bemerkung
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. (C) 2015 Elsevier Ltd. All rights reserved.
Stichworte
Special needs;
Inclusion;
Social participation;
Friendships;
Peer acceptance and self-perception;
Interactions
Erscheinungsjahr
2015
Zeitschriftentitel
Research in Developmental Disabilities
Band
43-44
Seite(n)
72-79
ISSN
0891-4222
Page URI
https://pub.uni-bielefeld.de/record/2778538
Zitieren
Schwab S. Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities. 2015;43-44:72-79.
Schwab, S. (2015). Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities, 43-44, 72-79. doi:10.1016/j.ridd.2015.06.005
Schwab, Susanne. 2015. “Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria”. Research in Developmental Disabilities 43-44: 72-79.
Schwab, S. (2015). Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities 43-44, 72-79.
Schwab, S., 2015. Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities, 43-44, p 72-79.
S. Schwab, “Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria”, Research in Developmental Disabilities, vol. 43-44, 2015, pp. 72-79.
Schwab, S.: Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. Research in Developmental Disabilities. 43-44, 72-79 (2015).
Schwab, Susanne. “Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria”. Research in Developmental Disabilities 43-44 (2015): 72-79.
1 Zitation in Europe PMC
Daten bereitgestellt von Europe PubMed Central.
What Do Teachers Think About Their Students' Inclusion? Consistency of Students' Self-Reports and Teacher Ratings.
Venetz M, Zurbriggen CLA, Schwab S., Front Psychol 10(), 2019
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Venetz M, Zurbriggen CLA, Schwab S., Front Psychol 10(), 2019
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