Peer acceptance and self‐concept of students with disabilities in regular education

Pijl, Sip Jan; Frostad, Per

doi:10.1080/08856250903450947

Cited by 104 publications

(80 citation statements)

References 43 publications

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“…Students could nominate maximum five friends. Former similar studies (e.g., Pijl & Frostad, 2010;Pijl et al, 2008) have indicated that five friends is a stable option, restricting the freedom of choice for respondents minimally. The number of friends a student nominated (i.e., outdegree) was used as an indicator of his/her number of friends.…”

Section: Number Of Friendsmentioning

confidence: 99%

Loneliness among students with special educational needs in mainstream seventh grade

Bossaert

Colpin

Pijl

et al. 2012

Research in Developmental Disabilities

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. Over the last decades, worldwide educational policies concerning the education of students with special educational needs (SEN) have shifted in favor of inclusive education. In current literature, students with SEN are defined as ''students with various (combinations of) difficulties in participating in education (Pijl, Frostad, & Flem, 2008, p. 389)''. As stated in Article 24 of the Convention on the Rights of Persons with a Disability of 2006, inclusive education aims to provide effective individualized support in environments ''that maximize academic and social development, consistent with the goal of full inclusion'' (United Nations, 2006). Belgium is one of the states that signed the Convention. In the federal state of Belgium, each community has its own education system (De Ro, 2008). Flanders, the Dutch-speaking region of Belgium, has long been known for its two-track education system (i.e., special and regular education system are two distinct systems; Meijer, 2003). The goals of this study were twofold. The first aim was to explore loneliness prevalence in typically developing students, students with ASD and students with motor and/or sensory disabilities in mainstream 7th grade in Belgium. The second aim was to explore the relations between number of friends, friendship quality, social self-concept on the one hand and loneliness on the other for each of these three groups, and to compare them across groups. In this study, 108 students with special educational needs (SEN; i.e., 58 students with ASD and 50 students with motor and/or sensory disabilities) were matched to 108 typically developing classmates. Students with ASD reported more loneliness than typically developing students and students with motor and/or sensory disabilities. Loneliness prevalence for typically developing students and students with motor and/or sensory disabilities did not differ significantly. Factors related with loneliness differed between typically developing students and students with SEN (i.e., students with ASD and students with motor and/or sensory disabilities). For students with SEN, same-sex social self-concept was related with loneliness, but not, as for typically developing students, number of friends and opposite-sex social self-concept. Also friendship quality had a marginally significant effect on loneliness feelings for students with SEN. Implications for further research and practice are discussed. ß

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Section: Number Of Friendsmentioning

confidence: 99%

Loneliness among students with special educational needs in mainstream seventh grade

Bossaert

Colpin

Pijl

et al. 2012

Research in Developmental Disabilities

Self Cite

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“…However, the mere presence of these pupils in general education classrooms does not automatically result in successful social participation. Pupils with SEN are less involved in social interactions with peers, less accepted and more frequently rejected than their typically developing (TD) peers (Avramidis, 2013;Estell et al, 2008;Feldman, Carter, Asmus, & Brock, 2015;Garrote, 2016;Grütter, Meyer, & Glenz, 2015;Huber, 2006;Koster, Pijl, Nakken, & van Houten, 2010;Nepi, Fioravanti, Nannini, & Peru, 2015;Pijl & Frostad, 2010;Rotheram-Fuller, Kasari, Chamberlain, & Locke, 2010). …”

Section: Introductionmentioning

confidence: 99%

Relationship between the social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms

Garrote¹

2017

FLR

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“…Several studies and investigations have been conducted concerning creating a positive inclusive environment for learners with special needs (Ainscow 2005;Markussen 2004;Pijl & Frostad 2010;Schwab et al 2014). These studies were deemed necessary as it has been found that students with special needs have fewer interactions with peers, have more interaction with the teacher and are less accepted than their peers without special needs (Koster et al 2010).…”

Section: Resultsmentioning

confidence: 99%

The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder

Jager

Condy

2017

SAJCE

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<p><span>In South Africa, many learners with autism spectrum disorder (ASD) attend mainstream and private schools. This study explores the influence of executive function (EF) challenges experienced by one learner with ASD on his behavioural adaptation in an inclusive school environment. An interpretive case study approach was followed to help understand one unique ASD learner and explain the complexity of the behavioural adaptation challenges that he was experiencing. Observations and an interview were used as data collection methods. During data analysis, themes were identified within each section of the transcript. The processes of coding and categorising were employed to find connections and similarities between all the data collected. The results indicate that Learner T experienced EF challenges. Without acquiring and implementing appropriate EF skills, he found it difficult to exhibit appropriate social behaviour in the inclusive learning environment. The study attempts to debunk misconceptions people may have regarding the behavioural adaptability of ASD learners in an inclusive school environment.</span></p>

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Peer acceptance and self‐concept of students with disabilities in regular education

Cited by 104 publications

References 43 publications

Loneliness among students with special educational needs in mainstream seventh grade

Loneliness among students with special educational needs in mainstream seventh grade

Relationship between the social participation and social skills of pupils with an intellectual disability: A study in inclusive classrooms

The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder

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