The Social and Emotional Situation of First Graders with Classroom Behavior Problems and Classroom Learning Difficulties in Inclusive Classes

Autor/inn/en	Krull, Johanna; Wilbert, Jürgen; Hennemann, Thomas
Titel	The Social and Emotional Situation of First Graders with Classroom Behavior Problems and Classroom Learning Difficulties in Inclusive Classes
Quelle	In: Learning Disabilities: A Contemporary Journal, 12 (2014) 2, S.169-190 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Foreign Countries; Inclusion; Disabilities; Regular and Special Education Relationship; Classroom Environment; Social Influences; Emotional Response; Grade 1; Elementary School Students; Behavior Problems; Learning Problems; Social Isolation; Rejection (Psychology); Peer Relationship; Interviews; Questionnaires; Social Integration; Teacher Student Relationship; Self Concept; Teacher Surveys; Germany + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Handicap; Behinderung; Klassenklima; Unterrichtsklima; Sozialer Einfluss; Emotionales Verhalten; School year 01; 1. Schuljahr; Schuljahr 01; Lernproblem; Soziale Isolation; Ablehnung; Peer-Beziehungen; Interviewing; Interviewtechnik; Fragebogen; Soziale Integration; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Deutschland
Abstract	The inclusion of children with special educational needs (SEN) in general education classrooms in Europe due to education policy and social developments is currently up for debate, especially in Germany. This paper addresses whether or not co-education of students with and without classroom problems and/or disabilities has negative consequences with respect to social and emotional situation within the classroom community. Although international research on inclusion shows an increased risk of social isolation for children with SEN, conclusions are not clear with German populations. In this study, 2,839 first graders were surveyed to determine if children with classroom behavior problems (CBP) and classroom learning difficulties (CLD) are more likely to be socially rejected than their peers. Sociometric interviews and a questionnaire were used to assess social integration, feeling of being accepted by the classroom teacher, academic self-concept, and classroom climate. Results reveal that first grade students with CBP and CLD experienced significantly higher levels of social rejection. An exploratory analysis based on the distribution of social and emotional differences between students with and without CBP and CLD supports these results at the classroom and school levels. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06