From exclusion and segregation to inclusion? Dis/ability-based inequalities in the education systems of Germany and Nigeria

Biermann, Julia; Powell, Justin J W

doi:10.1332/policypress/9781447326106.003.0011

Cited by 4 publications

(1 citation statement)

References 25 publications

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“…La educación especial proveyó, de forma histórica, de oportunidades de aprendizaje a estudiantes que estaban normalmente fuera del sistema escolar, pero a nivel global la tendencia ha sido migrar de la educación especial a la educación inclusiva (Biermann y Powell, 2016). Muchos países han asumido el desafío de desarrollar sistemas educativos progresivamente inclusivos (ver por ejemplo, Richardson y Powell, 2013; para un análisis global, Biermann y Powell, 2014, que comparan Islandia, Noruega y Alemania, Rosas et al, 2019, comparando Chile, España y Finlandia).…”

Section: Introductionunclassified

¿Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial

Rosas

Espinoza

Hohlberg

et al. 2021

Rev. latinoam. educ. inclusiva

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Section: Introductionunclassified

¿Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial

Rosas

Espinoza

Hohlberg

et al. 2021

Rev. latinoam. educ. inclusiva

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Räumliche Vielfalt der Inklusiven Bildung und sonderpädagogische Fördersysteme im Vergleich

Powell

2017

Inklusive Bildung Und Gesellschaftliche Exklusion

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Social classroom climate and personalised instruction as predictors of students’ social participation

Zurbriggen

Hofmann

Lehofer

et al. 2021

International Journal of Inclusive Education

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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.

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From exclusion and segregation to inclusion? Dis/ability-based inequalities in the education systems of Germany and Nigeria

Cited by 4 publications

References 25 publications

¿Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial

¿Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial

Räumliche Vielfalt der Inklusiven Bildung und sonderpädagogische Fördersysteme im Vergleich

Social classroom climate and personalised instruction as predictors of students’ social participation

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