Social Acceptance of the Integrated Students in Regular Elementary School

Abstract

The integration of the students in the school is accompanied by a number of problems, not only with academic success rate of the individual, but also with his inclusion in the team of peers. A minor part of the issue is dealing with the social dimension of the educational process. The contribution is therefore oriented towards the acceptance of the individual, which we examined in the domain of the integrated 398 adolescents regular elementary school. Through the Questionnaire on social acceptance (Juhas, 1990), we measured the degree of acceptance of individuals, their view of the team, the emotional, families and school classes experiencing relationship and relationship to classmates. We found significant differences in the view of the individual to the team class and Emotional survival of the individual in a school class considering to integrated and intact students. These results suggest a subjective view of the individual to the collective of peers. As well, this can be attributed to the small development of social skills integrated individuals, as it indicates the detected a statistically significant difference in the emotional experiences of the individual.