Do differences in classroom composition provide unequal opportunities for academic learning and social participation of SEN students in inclusive classes in primary school?

Abstract

Regarding research on inclusive education, it is unknown whether differences in classroom composition provide unequal opportunities for educational outcomes of students with special educational needs (SEN). We investigated effects of student characteristics and classroom composition on reading achievement and social participation of SEN students. Based on a sample of 50 mainstream classes (1,025 Grade 4 students, 137 with SEN) in German primary schools, multilevel analyses showed that SEN students achieved lower in reading and perceived a lower social participation than other classmates. SEN status did not interact with gender, migration background, socioeconomic status, and cognitive ability affecting reading achievement or social participation. There was no evidence of classroom composition effects on the association between SEN status and reading achievement or social participation at the student level: Regarding the observed indicators, we found no significant evidence that inclusive classrooms offer unequal opportunities for learning and social development of primary-school students with SEN.

Mainstream or Special Educational Settings: The Views of Spanish People With Intellectual Disability

“…However, despite the barriers identified in mainstream schools, participants talked about the support provided in this context by both classmates and some teachers who adapted the content of their subjects (Kassah et al, 2018; Scharenberg et al, 2019). This helped develop a sense of belonging among all students and made people with ID feel loved and valued at school.…”

“…Similar studies in other countries have shown that inclusive classes are the best option for students with ID, since the mainstream setting promotes cognitive and social development (Dessemontet, Bless, & Morin, 2012). Other studies report that positive social experiences at school promote the well‐being and quality of life of students with ID (Scharenberg, Rollett, & Bos, 2019; Smogorzewska, Szumski, & Grygiel, 2019).…”

Barreras y facilitadores para la inclusión educativa de personas con discapacidad intelectual

“…Estudios recientes internacionales demuestran que las aulas inclusivas deben ser la única opción para el alumnado con DI ya que los entornos inclusivos promueven su desarrollo cognitivo y social (Nota et al, 2018;Scharenberg et al, 2019;Smogorzewska et al, 2019). Sin embargo, los resultados hallados en la revisión sistemática de Kuntz y Carter (2019) resaltan que las acciones educativas son insuficientes en las aulas inclusivas para atender a todas las necesidades.…”

“…La relación entre compañeros es un factor que determina el desarrollo académico y social de las personas con DI en las escuelas (Wang y Eccles, 2012). Los estudios destacan que las experiencias sociales positivas promueven el bienestar y la calidad de vida de los estudiantes con DI (Scharenberg et al, 2019;Smogorzewska et al, 2019). Wilson et al (2017) constatan que las personas con DI están felices cuando se sienten incluidas y tienen amistades.…”

Inclusion and Intellectual Disabilities: A Cross Cultural Review of Descriptions

“…Articles from each of the countries referred to students with IDs yet never defined the criteria for ID. Two articles from Norway, on the other hand, had very clear definitions, including an article by Scharenberg, Rollett, and Bos (2019) who defined ID using operationalized boundaries from psychological assessments. Three articles from Germany had a bit more information about SENs than just that generic label.…”