Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden

DeVries JM, Knickenberg M, Trygger M (2021)
European Journal of Special Needs Education .

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
Download
Es wurden keine Dateien hochgeladen. Nur Publikationsnachweis!
Autor*in
DeVries, Jeffrey M.; Knickenberg, MargaritaUniBi; Trygger, Maria
Abstract / Bemerkung
Even in inclusive classroom, children with special education needs (SEN) have been shown to have lower levels of emotional inclusion and academic self-concept. Although, their social inclusion may be comparable to their peers. At the same time, boys and girls may also experience differences in perceptions of inclusion and academic self-concept. Newly developed reliably short-ratings of these three variables (i.e. the Perception of Inclusion Questionnaire; PIQ) may offer an insight into developmental patterns for children with and without SEN in relation to perception of inclusion and academic self-concept. In this study, the PIQ is validated in a new setting and language group by looking at Swedish fifth and eighth graders in an inclusive school. Different levels of academic self-concept and emotional inclusion are found for children with SEN. Meanwhile eight-grade girls showed a lower self-concept in comparison to fifth-grade girls and to boys of either grade. Additionally, girls with SEN showed a higher level of academic self-concept than boys did in comparison to their same-sex peers without SEN.
Stichworte
Special education needs; inclusion; gender; perception of inclusion; questionnaire
Erscheinungsjahr
2021
Zeitschriftentitel
European Journal of Special Needs Education
ISSN
0885-6257
eISSN
1469-591X
Page URI
https://pub.uni-bielefeld.de/record/2956019

Zitieren

DeVries JM, Knickenberg M, Trygger M. Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden. European Journal of Special Needs Education . 2021.
DeVries, J. M., Knickenberg, M., & Trygger, M. (2021). Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden. European Journal of Special Needs Education . https://doi.org/10.1080/08856257.2021.1911523
DeVries, J. M., Knickenberg, M., and Trygger, M. (2021). Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden. European Journal of Special Needs Education .
DeVries, J.M., Knickenberg, M., & Trygger, M., 2021. Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden. European Journal of Special Needs Education .
J.M. DeVries, M. Knickenberg, and M. Trygger, “Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden”, European Journal of Special Needs Education , 2021.
DeVries, J.M., Knickenberg, M., Trygger, M.: Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden. European Journal of Special Needs Education . (2021).
DeVries, Jeffrey M., Knickenberg, Margarita, and Trygger, Maria. “Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden”. European Journal of Special Needs Education (2021).

Export

Markieren/ Markierung löschen
Markierte Publikationen

Open Data PUB

Web of Science

Dieser Datensatz im Web of Science®

Suchen in

Google Scholar