scholarly journals Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

2020 ◽  
Vol 5 ◽  
Author(s):  
Jürgen Wilbert ◽  
Karolina Urton ◽  
Johanna Krull ◽  
Pawel R. Kulawiak ◽  
Anja Schwalbe ◽  
...  
Keyword(s):  
Social Inclusion ◽  
Social Acceptance ◽  
Self Report ◽  
Learning Problems ◽  
Special Educational Needs ◽  
Rating Accuracy ◽  
The Social ◽  
Language Problems ◽  
Peer Nominations ◽  
Shed Light

It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students (N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers (N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclusion and self-perceived social inclusion were administered. The results suggest that teachers are moderately accurate in identifying social acceptance and social rejection, while accuracy is low when assessing students' self-perceived social inclusion. That said, rating accuracy varied strongly between teachers, ranging from no agreement to a perfect concordance. Teachers seem to be more accurate in estimating the social acceptance of students with learning problems. The results emphasize the importance of differentiating between various social inclusion criteria (i.e., students' self-report vs. peer nominations) and accounting for inter-individual differences in teachers' rating accuracy.

scholarly journals A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

2020 ◽  
Vol 11 ◽  
Author(s):  
Nina Klang ◽  
Ingrid Olsson ◽  
Jenny Wilder ◽  
Gunilla Lindqvist ◽  
Niclas Fohlin ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Fifth Grade ◽  
Special Educational Needs ◽  
Teacher Implementation ◽  
Classroom Relationships ◽  
Teacher Interventions ◽  
The Social ◽  
And Control

Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.

scholarly journals Οι κοινωνικές δεξιότητες, η κοινωνική θέση και το αίσθημα του «ανήκειν» των μαθητών με και χωρίς ειδικές εκπαιδευτικές ανάγκες στο γενικό δημοτικό σχολείο

2017 ◽  
Vol 5 (2) ◽  
pp. 01
Author(s):  
Vasiliki Statiri ◽  
Eleni Andreou
Keyword(s):  
Social Skills ◽  
Sense Of Belonging ◽  
Social Inclusion ◽  
Social Position ◽  
Self Report ◽  
Social Risk ◽  
Typically Developing ◽  
Special Educational Needs ◽  
Pull Out ◽  
The Social

Differing educational, social and emotional needs of each pupil have to be taken into consideration by the contemporary inclusive practices applied in the school environment. Effective social inclusion of pupils is significantly affected by social compe-tence, positive social relationships and strong bonds with the school. The aim of the pre-sent study is to investigate the social skills, the social position and the sense of belonging to a school among elementary school pupils with or without special educational needs (SEN). Furthermore, the association between social position and social skills is analyzed in the current study. The relationship between social position and the sense of belonging to a school is also scrutinized. The sample consisted of 498 pupils attending the 4th, 5th and 6th grades of primary school, 64 of whom participated in pull-out special education deliv-ery programs operating within mainstream schools. Two self-report questionnaires and a sociometric test were distributed to assess the social skills, sense of belonging and social position of pupils. According to the findings, pupils with SEN have lower social positions, poorer social skills and also a poorer sense of belonging compared to their typical peers. Considering the association between the variables, the social position is slightly correlated with social skills for the whole sample and for the group of typically developing pupils. However, this relationship is stronger for the group of pupils with SEN. A low positive correlation between the social position and the sense of belonging also emerged for the whole sample and for the group of typically developing pupils. This rela-tionship is not significant for the group of pupils with SEN though. The findings indicate that pupils with SEN run a higher social risk than the typical pupils. A supportive school climate and equal learning and participation opportunities are highly recommended. Moreover, enhancing social skills may be beneficial not only for the pupils with SEN, but also for every pupil.

scholarly journals Empirical Evidence for Professional Practice and Public Policies: An Exploratory Study on Social Exclusion in Users of Primary Care Social Services in Spain

2019 ◽  
Vol 16 (23) ◽  
pp. 4600 ◽  
Author(s):  
Giménez‐Bertomeu ◽  
Domenech‐López ◽  
Mateo‐Pérez ◽  
de‐Alfonseti‐Hartmann
Keyword(s):  
Primary Care ◽  
Social Exclusion ◽  
Social Services ◽  
Professional Practice ◽  
Social Inclusion ◽  
Social Acceptance ◽  
Life Trajectories ◽  
The Social ◽  
Study Population ◽  
The University

This study examines the social exclusion characteristics of a sample of users of primary care social services in two local entities in Spain. The objective of this study was to identify the intensity and scope of social exclusion in an exploratory way and to look at the typology of existing exclusionary situations to inform policy making and professional practice. Data from 1009 users were collected by primary care social services professionals, completing the Social Exclusion Scale of the University of Alicante (SES-UA). The dimensions with the greatest levels of social exclusion in the study population were those related to work/employment, income and education and training. The dimensions with an intermediate level of exclusion were those related to housing and social isolation. Social acceptance, family and social conflict and health were the dimensions with the lowest levels of exclusion. The analysis also showed the existence of five significantly different groups, that showed five different life trajectories along the continuum between social exclusion and social inclusion. The results show the importance and utility of developing professional and policy intervention protocols based on research evidence, with the objective of improving the quality of life of the users.

scholarly journals SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE

2019 ◽  
Vol 1 (39) ◽  
pp. 109
Author(s):  
Marlina Marlina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Social Participation ◽  
Social Acceptance ◽  
The Self ◽  
Social Self ◽  
Special Educational Needs ◽  
Self Perception ◽  
Students With Special Needs ◽  
The Social ◽  
Regular Students

<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and  peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.</p><p> </p><p>Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų<br />savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.</p>

scholarly journals Student-Reported Classroom Climate Pre and Post Teacher Training in Restorative Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Constanze Weber ◽  
Merle Rehder ◽  
Leen Vereenooghe
Keyword(s):  
Classroom Climate ◽  
Social Inclusion ◽  
Intervention Group ◽  
Well Being ◽  
Self Report ◽  
Controlled Study ◽  
Restorative Practices ◽  
Special Educational Needs ◽  
Single Class ◽  
Randomised Controlled

Restorative practices (RP) offer a means to establish positive and caring relationships and could thus foster the mental and scholastic development of students by improving classroom climate. This could benefit both students with and without special educational needs and disabilities (SEND), yet to date no studies evaluated these practices in inclusive educational settings. Here we report the findings of two consecutive studies: a pilot single-group pre-post (Study 1) and a non-randomised controlled study of RP training vs no-intervention control condition (Study 2). Across both studies, 531 students (46.5% female) with a mean age of 11.43 years (SD = 1.27) enrolled in the study at pre-test, of which 13.9% had a confirmed diagnosis of SEND and a further 5.7% were considered by teachers to likely have SEND. School and classroom climate, as well as victimisation experiences, emotional well-being and social inclusion of students were assessed using self-report questionnaires. Easy enrolment of schools and students at pre-test indicated that studies investigating the effects of RP training could be feasible. However, in part due to COVID-19 related school closures, student attrition rates of 90 and 77% were observed, for Study 1 and Study 2 respectively. In spite of observed improvements in classroom climate for the intervention group in Study 2, statistical analyses yielded no significant effects of the intervention and there were no moderation effects of students’ perceived inclusion and victimisation experiences. Together, these studies provide the first quantitative student data on implementing RP in an inclusive educational setting. We discuss our findings in light of the need for ideas on how to reduce attrition and also consider longer school-wide and single-class implementations of RP.

scholarly journals Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings

2016 ◽  
Vol 39 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Milene Ferreira ◽  
Cecília Aguiar ◽  
Nadine Correia ◽  
Margarida Fialho ◽  
Júlia Serpa Pimentel
Keyword(s):  
Children With Disabilities ◽  
Social Acceptance ◽  
Social Rejection ◽  
Social Experiences ◽  
Preschool Classrooms ◽  
Increased Risk ◽  
Inclusive Preschool ◽  
The Social ◽  
Social Network Centrality ◽  
Peer Nominations

Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal ( Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.

scholarly journals Orphan Children in the Educational Space of Russia (Following a Survey on Regional Guarantees of Educational Opportunities and Support for Orphans at all Levels of Education)

2016 ◽  
Vol 21 (1) ◽  
pp. 146-155 ◽  
Author(s):  
V.N. Oslon
Keyword(s):  
Adaptive Learning ◽  
Social Inclusion ◽  
Learning System ◽  
Educational Opportunities ◽  
Educational Institutions ◽  
Special Educational Needs ◽  
Government Officials ◽  
High Quality Education ◽  
The Social ◽  
Adaptive Learning System

The article analyzes the results of a survey on regional executive government officials in the education as well as teachers and heads of educational institutions of all levels about providing of high quality education guarantees for orphans in accordance with the “National Strategy for Action on Children in the 2012–2017”. Author used eco-dynamic approach, the concept of adaptive education, and the idea of social inclusion – exclusion as the methodological basis of the study. The survey shows that orphan children have special educational needs and require to an adaptive learning system throughout the length of educating. Providing the educational opportunities is associated with objective difficulties such as the lack of adaptive education system and untrained teachers as well as subjective problems (e.g. the social exclusion attitudes of persons responsible for teaching and facilitating the integration, as well as the psychological effects of early maternal deprivation and institutionalization of orphan children). The article describes measures respondents consider necessary for the successful integration of orphan children in a wide educational environment.

scholarly journals Why are we going to Green microfinance in Tunisia?

2018 ◽  
Vol 9 (4) ◽  
pp. 1-7 ◽  
Author(s):  
Lobna Abid ◽  
Sana Kacem
Keyword(s):  
Social Inclusion ◽  
Social Effects ◽  
Global Poverty ◽  
Environmental Aspect ◽  
The Social ◽  
Microfinance Institution ◽  
Financing Mechanism ◽  
Shed Light

The aim of this paper is to shed light on the challenges that microfinance and the sustainability of its institutions (MFIs) can face when dealing with financial crisis and the alleviation of global poverty. Apart from its economic and social effects, microfinance has come to respond to increasing demands and take the environmental aspect into account, hence, the appearance of green microfinance. The pivotal role of the latter is to foster economic growth and investment through increasing the quality of the environment and the social inclusion. In this context, Tunisia has shown interest in the introduction of a new regulation that facilitates the allocation of green micro-credits. In order to combat poverty and reduce unemployment, ecological credits have been granted by the ENDA Tamweel microfinance institution. The ultimate goal of this study is to present the tendency of this new financing mechanism in Tunisia to achieve sustainable environmental development.

Anger Regulation and Social Acceptance in Early Adolescence

2016 ◽  
Vol 37 (4) ◽  
pp. 475-501 ◽  
Author(s):  
Carisa Perry-Parrish ◽  
Lindsey Webb ◽  
Janice Zeman ◽  
Sarah Spencer ◽  
Celeste Malone ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
Black Girls ◽  
Self Report ◽  
Anger Regulation ◽  
White Girls ◽  
Self Reports ◽  
Ethnicity Differences ◽  
Peer Nominations

Anger regulation among adolescents is important to investigate given theoretical and empirical support for its critical association with peer relationships. This study examined two aspects of anger regulation (i.e., inhibition, dysregulation) using self-report and peer-nominations and their associations with social acceptance among 163 Black and White adolescents ([Formula: see text] = 13.87 years). We explored gender and ethnicity differences in anger regulation predicting peer acceptance. Self-reports and peer-nominations of anger regulation were significantly correlated. Within-gender ethnicity differences in anger regulation were found: White girls reported higher levels of anger inhibition than Black girls, and Black girls reported higher levels of anger dysregulation than White girls. For all adolescents, self-reports and nominations of anger inhibition were associated with higher levels of social acceptance, whereas nominations of anger dysregulation predicted lower social acceptance. The results indicate the importance of considering gender and ethnicity in adolescents’ anger management within peer contexts.

A door opening from Syria to Turkey; migration and the process of social acceptance and accommodation: Hatay and Karabuk provinces

2020 ◽  
pp. 002087282093843
Author(s):  
Tuğba Aydın Yıldırım ◽  
Yasemin Gümüş Şekerci
Keyword(s):  
Social Acceptance ◽  
Cross Sectional Study ◽  
Syrian Refugees ◽  
Sectional Study ◽  
Cross Sectional ◽  
Door Opening ◽  
Housing Costs ◽  
The Social ◽  
Language Problems ◽  
Social Accommodation

This descriptive, cross-sectional study administered a questionnaire to 616 Syrian refuges, evaluating the participants’ sociodemographic characteristics and their views on the processes associated with social acceptance and cultural and social accommodation. The problems encountered among Syrian refuges after migration included expensive housing costs, language problems, difficulties making a living and education problems. Various problems were identified among subgroups, associated with working life and cultural differences. However, according to this study, Syrian refugees believed that the processes of social acceptance and the social accommodation of refugees by local populations had begun.

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