Social participation of students with special educational needs

Schwab, Susanne; Nel, Mirna; Hellmich, Frank

doi:10.1080/08856257.2018.1424784

Cited by 10 publications

(14 citation statements)

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“…De Boer et al (2012a revealed the impact on students' views, which has been confirmed by several studies (e.g., Schwab, 2017;Hellmich and Loeper, 2018;Schwab et al, 2018). Moreover, most research has found a gender effect, implying that female students tend to hold more positive perceptions of inclusive schooling than males (for an overview see De Boer et al, 2012a andSchwab et al, 2018). In addition, contact with peers or others with disabilities is considered to predict attitudes.…”

Section: Predictors Of Students' Attitudesmentioning

confidence: 83%

“…Students with socio-emotional disorders are often the targets of negative views, while attitudes toward students with learning disabilities are more positive. This effect has been demonstrated across different samples such as teachers, students, and parents (for an overview see Schwab et al, 2018 ). De Boer et al ( 2012a ) revealed the impact on students' views, which has been confirmed by several studies (e.g., Schwab, 2017 ; Hellmich and Loeper, 2018 ; Schwab et al, 2018 ).…”

Section: Introductionmentioning

confidence: 94%

“…This effect has been demonstrated across different samples such as teachers, students, and parents (for an overview see Schwab et al, 2018 ). De Boer et al ( 2012a ) revealed the impact on students' views, which has been confirmed by several studies (e.g., Schwab, 2017 ; Hellmich and Loeper, 2018 ; Schwab et al, 2018 ). Moreover, most research has found a gender effect, implying that female students tend to hold more positive perceptions of inclusive schooling than males (for an overview see De Boer et al, 2012a and Schwab et al, 2018 ).…”

Section: Introductionmentioning

confidence: 94%

“…These case descriptions were developed by Anke de Boer and approximate the previous work of DeBoer et al (2012b). For example:Schwab et al (2018) obtained satisfactory high reliability scores and strong factor loadings on a single factor for this short version for both students with and without SEN in all different case descriptions. This study has used the same items from the Arabic version of CATCH after the case description (see…”

mentioning

confidence: 90%

“…It is important to identify aspects that affect the successful implementation of inclusive education in daily practice. The literature (Avramidis and Norwich, 2002 ; De Boer et al, 2011 ; Schwab et al, 2018 ) has emphasized the attitudes of the actors involved (e.g., teachers and students) as key factors. Therefore, it is not surprising that attitudes toward inclusive schooling have emerged as one of the top popular themes in recent research (De Vroey et al, 2016 ; Lüke and Grosche, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

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The Positive Impact of Joint Activities on Students Attitudes Toward Peers With Disabilities

et al. 2021

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Background: Attitudes toward peers with disabilities play a crucial role in implementing inclusive education. This study examines how students' attitudes are associated with gender; having relatives with disabilities and the frequency of contact with them; attending a class that includes students with special educational needs (SEN); and having previous contact with SEN students through joint activities.Methods and Procedures: The participants included 652 elementary school students (grades 4–6) who completed a short version of the Chedoke-McMaster Attitudes Toward Children with Handicaps (CATCH) questionnaire in Arabic.Outcomes and Results: Students in inclusive classes express more positive attitudes in comparison with students in regular classes. However, previous contact through joint activities was associated with more positive attitudes. Females were more likely to hold positive views than males. Having relatives with disabilities had no effect; however, a high frequency of contact with them was associated with more positive perspectives.Conclusions and Implications: The findings on students' attitudes indicate that joint activities between students with and without disabilities are important to promote positive attitudes. Planned opportunities to increase frequent contact, and to promote joint activities between students with and without SEN are recommended.

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Section: Predictors Of Students' Attitudesmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 94%

mentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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The Positive Impact of Joint Activities on Students Attitudes Toward Peers With Disabilities

et al. 2021

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Does integration play a role? Academic self-concepts, self-esteem, and self-perceptions of social integration of elementary school children in inclusive and mainstream classes

Lohbeck

2020

Soc Psychol Educ

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The concept of inclusion is based on the assumption that integrating students with SEN into regular (mainstream) classes would enhance students’ performance due to a more stimulating and demanding environment. However, research investigating the effects of inclusive education on students’ academic self-concepts has been scarce. For this reason, the present study aimed to examine the specific relationships and differences for math and verbal self-concepts, self-esteem, and self-perceptions of social integration using two samples of elementary school students from grades 2–4: One group of students attended inclusive classes (n = 178), whilst the other group attended mainstream classes (n = 188). In addition, measurement invariance across classroom setting and possible mediator effects of self-esteem were tested. Results provided support for strong invariance across classroom setting. All constructs were positively correlated with each other. In both math and verbal domains, self-esteem and self-perceptions of social integration proved to be significant predictors of academic self-concepts. Self-esteem was more highly pronounced in younger children, while there were no effects of classroom setting on academic self-concepts. Self-esteem became a significant mediator of the relationships between self-perceptions of social integration and academic self-concepts. No group differences in math and verbal self-concepts, self-esteem, and self-perceptions of social integration were evident.

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Young children’s perspectives on resolving social exclusion within inclusive classrooms

Leeuw¹,

Boer²,

Beckmann

et al. 2019

International Journal of Educational Research

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Social participation of students with special educational needs

Cited by 10 publications

References 0 publications

The Positive Impact of Joint Activities on Students Attitudes Toward Peers With Disabilities

The Positive Impact of Joint Activities on Students Attitudes Toward Peers With Disabilities

Does integration play a role? Academic self-concepts, self-esteem, and self-perceptions of social integration of elementary school children in inclusive and mainstream classes

Young children’s perspectives on resolving social exclusion within inclusive classrooms

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