Research on Social Integration: What Are The Problems?

Chambers, Shirley M.; Kay, Russell

doi:10.1080/0156655920390106

Cited by 11 publications

(11 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The index(es) for social inclusion was then used to compare the social inclusion of pupils with special needs to those without. Chambers and Kay (1992) argue that this comparison is most likely to indicate significant deficits for the special needs group and deem it inappropriate. They suggest comparing pupils with special needs to subgroups in the population and distinguishing between different categories of special needs.…”

Section: Analysesmentioning

confidence: 95%

“…Following Chambers and Kay's (1992) suggestion to look also at different subgroups within the SEN group, we distinguished five such groups: pupils with serious behaviour problems, pupils with moderate or severe learning problems, pupils with mild learning problems, pupils with communication problems and pupils with sensorial or motor impairments. The data in Table 5 show that over half of the pupils with communication problems have no friends at all or just one friend (58%) and the same holds for those with behaviour problems (52%).…”

Section: Social Position Against Subgroupsmentioning

confidence: 99%

“…Based on peer judgements, the position of pupils with special needs has been described in terms of being popular, controversial, rejected or ignored. Some authors state that these sociometric techniques present a somewhat dejected image of the social position of these pupils (Chambers & Kay, 1992), while others claim it is a ''very dependable technique'' (Mercer, 1987, p 456). The goal of this study is to describe the social position of pupils with special needs in regular education in relation to the position of their typical peers by applying different sociometric indexes and comparing these with each other and with other judgments of the social position of pupils with special needs.…”

Section: Introductionmentioning

confidence: 98%

See 2 more Smart Citations

The Social Position of Pupils with Special Needs in Regular Schools

Pijl

Frostad

Flem

2008

Scandinavian Journal of Educational Research

190

140

View full text Add to dashboard Cite

Inclusive education places much value on implementing the conditions that foster good relationships between students. Research has shown that pupils with special needs can have difficulty in building relationships with peers without special needs. This study describes their social position in regular education. It applies different indexes for social position and compares these with each other and with other judgments of the social position of pupils with special needs. The analyses show that pupils with special needs are less popular, have fewer friendships and participate less often as members of a subgroup. Compared with their peers, pupils with special needs are over-represented in these at-risk categories by a factor of two to three. Teachers have a more positive view on the relationships in the group and the number of friendships pupils with special needs have. Also pupils' own subjective experiences are more positive. The results of the present study stress that physical inclusion only is a very basic condition, that becoming part of the group is not an automatism and that especially pupils with special needs may need extra support in participating in the group.

show abstract

Section: Analysesmentioning

confidence: 95%

Section: Social Position Against Subgroupsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

See 1 more Smart Citation

The Social Position of Pupils with Special Needs in Regular Schools

Pijl

Frostad

Flem

2008

Scandinavian Journal of Educational Research

190

140

View full text Add to dashboard Cite

show abstract

“…Based on literature (e.g. Chambers and Kay 1992) it is expected that the nomination method will yield less positive outcomes, resulting in more isolated students, fewer friendships and more students not belonging to a cohesive subgroup.…”

Section: Social Cognitive Mappingmentioning

confidence: 99%

“…An often-heard complaint is that the nomination technique provides outcomes that are too negative (Chambers and Kay 1992), or which do not capture the totality of an individual's peer affiliations, particularly in a school setting Pearl et al 1998). Social Cognitive Mapping (SCM) procedures have been developed to overcome these limitations and to identify peer groups in school settings .…”

mentioning

confidence: 99%

Friends in the classroom: a comparison between two methods for the assessment of students’ friendship networks

et al. 2011

View full text Add to dashboard Cite

One of the methods used most often to assess students' friendships and friendship networks is the reciprocal nomination method. However, an often heard complaint is that this technique produces rather negative outcomes. This study compares the reciprocal nomination method with another method to assess students' friendships and friendship networks: Social Cognitive Mapping (SCM). The outcomes show that descriptions of students' friendships and friendship networks by both methods tend largely to overlap, even though SCM divides the students into smaller groups. The nomination method indeed yields a slightly more negative picture, labeling more students as "isolates". According to students, in most cases the group structure of SCM best reflects reality, whereas more than half of the teachers consider the nomination structure to best fit with reality. It is concluded that the differences between both methods are small, which seems to be primarily based on rather arbitrary decisions in the programs calculating students' scores and group composition.

show abstract

Inclusion: Considerations from social validity and Functional Outcome Analysis

Little

Witek

1996

J Behav Educ

View full text Add to dashboard Cite

Research on Social Integration: What Are The Problems?

Cited by 11 publications

References 28 publications

The Social Position of Pupils with Special Needs in Regular Schools

The Social Position of Pupils with Special Needs in Regular Schools

Friends in the classroom: a comparison between two methods for the assessment of students’ friendship networks

Inclusion: Considerations from social validity and Functional Outcome Analysis

Contact Info

Product

Resources

About