Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria.
Positive peer relationships play a significant role in the development of students. They are beneficial for learning and psychological outcomes. This article draws upon an important distinction between the four main themes of social participation (friendships, interactions, peer acceptance and self-...
| Publicado en: | Research in Developmental Disabilities Vol. 43; pp. 72 - 80 |
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| Formato: | Journal Article |
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Pergamon Press - An Imprint of Elsevier Science
Aug2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109621138&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109621138 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08914222 JJZ jtl: Research in Developmental Disabilities issn: 08914222 maglogo: N pubinfo: dt: Aug2015 vid: 43 pid: 2410 pub: Pergamon Press - An Imprint of Elsevier Science artinfo: ui: 109621138 NLM26159883 2013129358 10.1016/j.ridd.2015.06.005 NLM26159883 109621138 ppf: 72 ppct: 8 formats: tig: atl: Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular classes: Outcomes from Austria. aug: au: Schwab, Susanne sug: ab: Positive peer relationships play a significant role in the development of students. They are beneficial for learning and psychological outcomes. This article draws upon an important distinction between the four main themes of social participation (friendships, interactions, peer acceptance and self-perception of social participation) and examines these aspects in inclusive and regular classes. Especially, differences in social participation of students with and without special educational needs (SEN) in inclusive classes and between students without SEN in inclusive and regular classes are examined. In this study, data from 1115 pupils in primary and secondary schools in Austria were analysed, of which 129 were diagnosed as having SEN. The results showed that in inclusive classes, students with SEN had lower scores on all four subthemes of social participation (friendships, interactions, peer acceptance and self-perception of social integration) than students without SEN. Regarding students without SEN, friendships and peer acceptance were significantly higher in inclusive classes than in regular classes. Differences were neither found for gender, nor between primary and secondary school students. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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