Social Classroom Climate and Personalised Instruction as Predictors of Students' Social Participation

Autor/inn/en	Zurbriggen, Carmen L. A.; Hofmann, Verena; Lehofer, Mike; Schwab, Susanne
Titel	Social Classroom Climate and Personalised Instruction as Predictors of Students' Social Participation
Quelle	In: International Journal of Inclusive Education, 27 (2023) 11, S.1223-1238 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zurbriggen, Carmen L. A.) ORCID (Hofmann, Verena) ORCID (Schwab, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1882590
Schlagwörter	Foreign Countries; Classroom Environment; Students with Disabilities; Teaching Methods; Interpersonal Relationship; Grade 4; Grade 5; Grade 6; Grade 7; Individualized Instruction; Student Attitudes; Social Status; Elementary Secondary Education; Inclusion; Austria + Suchen Sie Ihr Suchwort? Ausland; Klassenklima; Unterrichtsklima; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Individualisierender Unterricht; Schülerverhalten; Sozialer Status; Inklusion; Österreich
Abstract	Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students' social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participation, in general, and reduce the effect of lower social participation among students with SEN, in particular. The sample includes 518 students in 31 Grade 4 and 7 classes from Austria, of whom 99 are students with SEN. The results show that students with SEN receive fewer peer nominations and perceive their social participation to be lower compared to their peers without SEN. However, the association between SEN and self-perceived social participation is moderated by the social classroom climate, i.e. the difference becomes smaller when the social classroom climate is more positive. Furthermore, the higher the personalised instruction was rated by a student, the higher was his or her social status. The results suggest that interventions should focus not only on the improvement of individual students (with SEN) but also on changing the whole classroom environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01