Social participation in the context of inclusive education: primary school students’ friendship networks from students’ and teachers’ perspectives

Abstract

Having friends influences students' academic, socio-emotional as well as health development. Especially, students with special educational needs (SEN) are at a high risk to belong to the subgroup of students without friends in class. Within a sequential explanatory design, two study phases have been implemented in the present study. In phase 1, a sociometric network analysis of 449 students from 25 inclusive primary school classes (4 th grade, age = 9-11 years) were examined at t1. To assess students' friendships, sociometric nominations of the students' top five friends have been used. Results showed that the agreement of students' and teachers' rating varies strongly across classes (r = .18 -.71). In phase 2, interview data from a subsample (a sub-sample selected from phase 1) comprising teachers (n = 2) and students (n = 15) was qualitatively analysed. The evaluation of teachers' interviews identified three explanations for missing accuracy in the sociometric networks. From students' interviews, six subcategories describing friendship were found.

Assessment of Preschool’s Inclusive Participation in Social Responsibility Program Under Institutional Pressure: Evidence From China

“…Social responsibility was assessed by measuring responsibility management ( Wigmore-Álvarez et al, 2020 ), customer responsibility ( Rotjanakorn et al, 2020 ), staff responsibility ( Zhou et al, 2017 ), social services ( Lau and Li, 2018 ), and organizational responsibility ( Zhou et al, 2020 ). Similarly, institution visibility ( Tometten et al, 2021 ), environmental perception ( Hoffman et al, 2020 ), and inclusive participation ( Schwab et al, 2021 ) were evaluated by respective indicators shown in Table 1 . The questionnaire design consists of two parts.…”

“…The kindergarten complies with national laws and regulations/legal operations Kelley et al, 2008;Merchant et al, 2012;Ivy et al, 2018;Zhou et al, 2020 The The kindergarten has a good understanding of the development and operation rules in the field of preschool education Colwell and Joshi, 2013;Ismail et al, 2014;Shafi et al, 2019;Hoffman et al, 2020;Wigmore-Álvarez et al, 2020;Schwab et al, 2021 The kindergarten is fully aware of the changes and trends in the environment and plans to respond well in advance The kindergarten can frequently communicate with peers, students, and parents to get useful information from them in time The kindergarten can detect changes in industry trends before most competitors Inclusive participation…”

“…We are willing to participate in inclusive preschool education public services actively de Leeuw et al, 2019;Zabeli and Gjelaj, 2020;Ackah-Jnr and Udah, 2021;Schwab et al, 2021 We are willing to increase investment in inclusive preschool public services We are willing to participate in inclusive preschool public services as long-term work Besides, verbal approval was obtained from each interviewee before an interview. This study also maintained the confidentiality of the interviewee.…”

Social Participation of Students With a Migration Background—A Comparative Analysis of the Beginning and End of a School Year in German Primary Schools

“…Although the students in the study presented here were asked about their interactions at break time, it is not clear whether the responses were colored by the academic performance of their peers as break-time interactions do still take place in the academic context of school. On this point, Schwab et al (2021) report in their mixed-method study that children state academic performance as grounds for friendships. In turn, it is also unclear what impact friendship quality can have on other aspects such as academic performance (Sebanc et al, 2016).…”

Editorial: Inclusive higher education in cross-cultural settings

“…Inline, teacher's role towards inclusive education explored its theoretical and practical perspectives in different contexts – ranging from primary schools (Andrienko et al , 2017; Štemberger and Kiswarday, 2018; Schwab et al , 2021) to secondary (Paseka and Schwab, 2020; Saloviita, 2020) to higher educational institutions (Moriña, 2017; Srivastava and Shree, 2019). The studies indicated teachers as the critical asset towards effective implementation of inclusive education.…”