Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands

Autor/inn/en	Koster, Marloes; Pijl, Sip Jan; Nakken, Han; Van Houten, Els
Titel	Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands
Quelle	In: International Journal of Disability, Development and Education, 57 (2010) 1, S.59-75 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Elementary School Students; Disabilities; Foreign Countries; Special Needs Students; Inclusive Schools; Mainstreaming; Interpersonal Relationship; Friendship; Interaction; Self Concept; Peer Acceptance; Comparative Analysis; Individual Characteristics; Netherlands + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Ausland; Sonderpädagogischer Förderbedarf; Inclusive school; Integrative Schule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Freundschaft; Interaktion; Selbstkonzept; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Niederlande
Abstract	This study addresses the social participation of young students (Grades One to Three) with special needs in regular Dutch primary schools. More specifically, the focus lies on four key themes related to social participation: friendships/relationships, contacts/interactions, students' social self-perception, and acceptance by classmates. The outcomes of the study revealed that the majority of students with special needs have a satisfactory degree of social participation. However, compared with students without special needs, a relatively large portion of the students with special needs experience difficulties in their social participation. In general, students with special needs have a significantly lower number of friends and are members of a cohesive subgroup less often than their typical peers. In addition, students with special needs have fewer interactions with classmates, have more interactions with the teacher, and are less accepted than students without special needs. The social self-perception of both groups of students does not differ. A comparison between students with different categories of disability regarding the four themes of social participation revealed no significant differences. (Contains 5 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10