Assessing the Social and Affective Outcomes of Inclusion

Autor/inn/en	Frederickson, Norah; Simmonds, Elizabeth; Evans, Lynda; Soulsby, Chris
Titel	Assessing the Social and Affective Outcomes of Inclusion
Quelle	In: British Journal of Special Education, 34 (2007) 2, S.105-115 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2007.00463.x
Schlagwörter	Peer Groups; Rejection (Psychology); Bullying; Inclusive Schools; Peer Relationship; Special Needs Students; Disabilities; Foreign Countries; Social Behavior; Social Isolation; Mainstreaming; United Kingdom + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Ablehnung; Mobbing; Inclusive school; Integrative Schule; Peer-Beziehungen; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Ausland; Social behaviour; Soziales Verhalten; Soziale Isolation; Großbritannien
Abstract	The systematic assessment of the social and affective outcomes of inclusion has been lagging behind the assessment of academic outcomes. This is particularly problematic in view of research evidence supporting concerns about peer rejection and bullying. In this article, Norah Frederickson and Elizabeth Simmonds, of University College London, and Lynda Evans and Chris Soulsby, from Foxwood Special School, report their evaluation of the social and affective outcomes of a special-mainstream school inclusion initiative that places particular emphasis on peer preparation. Measures completed by pupils were used to assess peer group inclusion, social behaviour, bullying and feelings of belonging at school. Results showed that pupils who had transferred from special to mainstream schools experienced positive social outcomes and none experienced peer group rejection. However, results were less positive for mainstream pupils with special educational needs and the authors discuss possibilities for development. Trends in peer reports of bullying suggest that there is no room for complacency and that ongoing monitoring is required. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10