Linking Self-Rated Social Inclusion to Social Behaviour. An Empirical Study of Students with and without Special Education Needs in Secondary Schools

Autor/inn/en	Schwab, Susanne; Gebhardt, Markus; Krammer, Mathias; Gasteiger-Klicpera, Barbara
Titel	Linking Self-Rated Social Inclusion to Social Behaviour. An Empirical Study of Students with and without Special Education Needs in Secondary Schools
Quelle	In: European Journal of Special Needs Education, 30 (2015) 1, S.1-14 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2014.933550
Schlagwörter	Inclusion; Longitudinal Studies; Predictor Variables; Social Integration; Elementary School Students; Social Development; Emotional Development; Special Education; Foreign Countries; Multiple Regression Analysis; Comparative Analysis; Measurement; Self Concept; Student Attitudes; Social Behavior; Questionnaires; Interpersonal Competence; Austria + Suchen Sie Ihr Suchwort? Inklusion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Soziale Integration; Soziale Entwicklung; Gefühlsbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Messverfahren; Selbstkonzept; Schülerverhalten; Social behaviour; Soziales Verhalten; Fragebogen; Interpersonale Kompetenz; Österreich
Abstract	Successful inclusive education creates a learning environment that supports not only the cognitive abilities of all children but also their social and emotional development. The present study focuses on the development of social participation of students with and without special education needs (SEN). A longitudinal study with two measurement times was conducted. The first measurement (T1) took place at the end of fifth grade, the second (T2) one year later. The sample consisted of 35 SEN students and 108 non-SEN students from mainstream classes in Graz, Austria. For assessing the self-perception of social inclusion, items from the "dimensions of integration" questionnaire (FDI 4-6) were used. Social participation does not seem to be a very stable phenomenon; its retest reliability was only 0.47 for SEN students and 0.54 for non-SEN students. Results indicate that children with SEN experienced less social participation than children without SEN at T1 and T2. To identify the predictors for social participation, a multiple regression analysis was conducted. Next to social participation at T1, indirect aggressive behaviour (self-assessed) also appears to predict social participation at T2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10