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| Autor/inn/en | DeVries, Jeffrey M.; Knickenberg, Margarita; Trygger, Maria |
|---|---|
| Titel | Academic Self-Concept, Perceptions of Inclusion, Special Needs and Gender: Evidence from Inclusive Classes in Sweden |
| Quelle | In: European Journal of Special Needs Education, 37 (2022) 3, S.511-525 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0885-6257 |
| DOI | 10.1080/08856257.2021.1911523 |
| Schlagwörter | Self Concept; Inclusion; Student Attitudes; Special Needs Students; Gender Differences; Foreign Countries; Grade 4; Grade 8; Social Emotional Learning; Sweden |
| Abstract | Even in inclusive classroom, children with special education needs (SEN) have been shown to have lower levels of emotional inclusion and academic self-concept. Although, their social inclusion may be comparable to their peers. At the same time, boys and girls may also experience differences in perceptions of inclusion and academic self-concept. Newly developed reliably short-ratings of these three variables (i.e. the Perception of Inclusion Questionnaire; PIQ) may offer an insight into developmental patterns for children with and without SEN in relation to perception of inclusion and academic self-concept. In this study, the PIQ is validated in a new setting and language group by looking at Swedish fifth and eighth graders in an inclusive school. Different levels of academic self-concept and emotional inclusion are found for children with SEN. Meanwhile eight-grade girls showed a lower self-concept in comparison to fifth-grade girls and to boys of either grade. Additionally, girls with SEN showed a higher level of academic self-concept than boys did in comparison to their same-sex peers without SEN. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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