Original scientific paper

Predictors of social inclusion of students with and without SEN in integrated settings

Susanne Schwab orcid.org/0000-0002-3989-4473 ; University of Graz, Austria
Markus Gebhardt ; TU München
Barbara Gasteiger-Klicpera ; University of Graz, Austria

Abstract

Classroom placement alone cannot be seen as crucial factor influencing social participation of children in inclusive education. Social inclusion is mainly determined by other factors like social behavior and social competence. In the present study, social inclusion according to self and teacher perception is analyzed in a sample of 179 pupils from integration classes in Graz, Austria. Comparisons between pupils with and without special education needs (SEN) illustrate that pupils with special education needs (SEN) felt less socially integrated. This result was confirmed by the teacher rated status of popularity and the teacher rated status of exclusion, where pupils with SEN were rated less popular and more excluded than pupils without SEN. According to the results of this study, social inclusion is mainly determined by factors like social behavior and social competence. This suggests overall that the the lack of social integration of pupils with SEN is not caused by a stigmatization process, but it is caused by specific difficult social behavior of certain students with SEN.

Keywords

special education needs; inclusion; social behaviour; emotional integration; social inclusion

Hrčak ID:

109422

URI

https://hrcak.srce.hr/109422

Publication date:

4.11.2013.

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