Students with special educational needs in the inclusive classroom: social integration and self-concept

Cambra, Cristina; Silvestre, Núria

doi:10.1080/0885625032000078989

Cited by 102 publications

(61 citation statements)

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“…Cosden, Brown, and Eliot (2002) explain that lower societal expectations in combination with lower cognitive abilities caused by inefficiency in learning and problems related to perception have downgrading effect on the self-concept levels of children with MR. In contrast with this common perception in the literature, there are also studies reporting the relatively high levels of self-concept among individuals with MR (Cambra& Silvestre, 2003).Therefore, it is logic to accept that self-concept levels change from one person with MR to another similar to the typically developing population.…”

Section: Introductioncontrasting

confidence: 41%

“…It is necessary to meet these needs in order that they can continue their lives in the social environments. It will positively contribute to their social adaptation to answer these needs (Cambra C.& Silvestre N. 2003). It is observed that children with MR often experience difficulties in social adaptation (Cramm et al 2009;Bashash & Latifian, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…It has been found out in the studies conducted that children with MR have fewer friends or are not satisfied with friend relations and participate less in social groups (Koster et al 2009;Brantley, Huebner, Nagle, 2002). It is explored that social adaptation increase -particularly-through educational and psychological actions in people with MR (Savucu & Biçer, 2009;Cambra & Silvestre, 2003). In a study conducted in 1996 ( Dykens & Cohen, 1996), American sports players who participated in Special Olympics were compared to the control group and were examined and it was demonstrated that their self concept scores and social sufficiency scores were found to be high even 4 months later after the Olympics.…”

Section: Introductionmentioning

confidence: 99%

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Hafif Derecede Zihinsel Yetersizliği Olan Çocuklarda Beden Eğitimi ve Sporun Benlik Algısı Üzerindeki Etkisi

ÇOKLUK¹

2015

ISSCS

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The primary purpose of this study was to evaluate the effects of a 10-week research-based Special Physical Education Program (SPEP) on the self-concept levels of students with mild mental disabilities (MMR) aged between 8 and 16 from the perspectives of Special Education and Physical Education by taking their socio-demographic characteristics into consideration.The sample of the research was comprise of 145 students with MR (57 in control and 88 in experimental group) who lived in the city center of Antakya Province and within the city borders, attended to special education centers. The participants were selected by the school psychologists out of the students whose IQs ranged between 50 and 70. The research was designed in a pre test-post-test control group model. Socio demographic forms and PierreHarris Self-Concept Scale were used in order to collect quantitative data in the present research.The study results demonstrated that after participating SPEP, control group had improved total and sub-scale scores in Pierre-Harris Self-Concept Scale. Before SPEP, levels of anxiety among female participants were higher than their male counterparts. After a 10 week SPEP intervention, boys improved their perception of success (p<0.01), while girls increased their scores on Behavioral Adjustment(p<0.05) compare to the other gender.

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Section: Introductioncontrasting

confidence: 41%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Hafif Derecede Zihinsel Yetersizliği Olan Çocuklarda Beden Eğitimi ve Sporun Benlik Algısı Üzerindeki Etkisi

ÇOKLUK¹

2015

ISSCS

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“…Some studies have reported that the self-concept of SEN students in inclusive classrooms did not differ significantly from those of typically developing children (Arnold & Chapman, 1992;Koster, Pijl, Nakken, & Van Houten, 2010), whereas other studies have indicated that SEN students had lower self-concept (Cambra & Silvestre, 2003;Schmidt & Cagran, 2008;Valas, 1999). Rosenberg (1979) defined self-concept as "the totality of the individual's thoughts and feelings with reference to himself as an object" (p. 7).…”

mentioning

confidence: 99%

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

Kucukera

Tekinarslan²

2015

EDUC SCI-THEOR PRACT

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Research areas: early childhood special education, family education, family counseling in special education, social acceptance, socio-emotional, and behavioral functioning of children with special needs. Email: skucuker@pau.edu.tr b Assoc. Prof. Ilknur Cifci Tekinarslan (PhD), Department of Special Education, Faculty of Education, Abant Izzet Baysal University, Golkoy, Bolu 14280 Turkey Email: ilknur_cifci@hotmail.com Abstract This study examines whether the self-concepts, social skills, problem behaviors, and loneliness levels of students with special educational needs (SEN) in inclusive elementary classrooms differ from those of students without special educational needs (non-SEN). This study also aimed to identify the roles of self-concept, social skills, and problem behaviors in predicting the loneliness levels of SEN students. The study group comprised 272 students (4 th and 5 th graders) attending inclusive elementary classrooms. A total of 140 were SEN and 132 were non-SEN students. The Social Skills and the Problem Behaviors Scales of the Social Skills Rating System-Teacher Form (SSRS-TF), the Children's Loneliness Scale (CLS), and the Piers-Harris Children's Self-Concept Scale (PHCSCS) were used as data collection tools. The findings showed that the self-concepts, social skills, problem behaviors, and loneliness levels of the SEN students were significantly different than those of the non-SEN students. It was also found that self-concept and social skills were significant predictors of the loneliness levels of SEN students. The findings were discussed regarding the related literature and the inclusive practices in Turkey.

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“…These direct relationships (e.g., individual-peer relationship) might positively or negatively impact her learning process. For example, it is well documented that students with LD are not always accepted by their peers, who make them feel devalued, and withdraw from peer-to-peer interactions (Cambra & Silvestre, 2003). In my biology classroom, peer-assisted learning is central to my practice.…”

Section: Towards Transforming Science Teaching and Learning For Studementioning

confidence: 99%

An autoethnographic exploration of disability discourses: transforming science education and research for students with learning disabilities

Baurhoo

2017

Educ. res. soc. change.

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In this autoethnographic inquiry, I examine the dominant disability discourses that inform practice and research in science education for individuals with disabilities. Guided by my experience as a practitioner-researcher, I use reflexive vignettes and photo elicitation to discuss and critique disability discourses (e.g., the medical and social models of disability) that construct students with learning disabilities (LD) as disadvantaged learners. For example, the medical model of disability pathologises students with LD by focusing on their individual deficits and blaming them for their academic struggles and failures in science. In contrast, the social model of disability locates the problem solely within the students' environment (e.g., teaching strategies) and does not consider within-individual issues (e.g., cognitive deficits). By navigating through these discourses, I found my voice as a practitioner-researcher in Bronfenbrenner's (2005) ecological model, which recognises that individuals' barriers stem from their characteristics as well as their complex, multilayered environment. This article, embedded within a reflexive process, illuminates my journey of self-transformation as a practitioner-researcher while transforming and bringing educational changes to the academic lives of my students with LD.

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Students with special educational needs in the inclusive classroom: social integration and self-concept

Cited by 102 publications

References 0 publications

Hafif Derecede Zihinsel Yetersizliği Olan Çocuklarda Beden Eğitimi ve Sporun Benlik Algısı Üzerindeki Etkisi

Hafif Derecede Zihinsel Yetersizliği Olan Çocuklarda Beden Eğitimi ve Sporun Benlik Algısı Üzerindeki Etkisi

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

An autoethnographic exploration of disability discourses: transforming science education and research for students with learning disabilities

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