2021
DOI: 10.3389/feduc.2021.561662
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The Impact of Social Behavior and Peers’ Attitudes Toward Students With Special Educational Needs on Self-Reported Peer Interactions

Abstract: According to the literature, social participation (e.g., peer interactions) of students diagnosed with special educational needs (SEN) has to be focused upon as they are at a higher risk of being socially excluded compared to students without SEN. Research has pointed out that social participation of students with SEN is influenced by their own social behavior as well as the attitudes of peers with no SEN toward them. The present study assessed the impact of the social behavior of students diagnosed with SEN (… Show more

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Cited by 10 publications
(7 citation statements)
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References 37 publications
(43 reference statements)
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“…Literature affirms that learners with SEND often experience challenges interacting with their peers, particularly if they have social, emotional or communication impairments (Parish‐Morris et al., 2007). Therefore, opportunities facilitating children's interaction, including LOtC opportunities or learning experiences on educational school trips, are imperative (Schwab et al., 2021). Such opportunities may be limited within the confinements of a traditional classroom.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Literature affirms that learners with SEND often experience challenges interacting with their peers, particularly if they have social, emotional or communication impairments (Parish‐Morris et al., 2007). Therefore, opportunities facilitating children's interaction, including LOtC opportunities or learning experiences on educational school trips, are imperative (Schwab et al., 2021). Such opportunities may be limited within the confinements of a traditional classroom.…”
Section: Discussionmentioning
confidence: 99%
“…Learners with SEND often experience challenges interacting with their peers, particularly if they have social, emotional or communication impairments (Parish‐Morris et al., 2007). Therefore, outdoor learning opportunities that facilitate children to interact and work in partnership with each other are imperative (Schwab et al., 2021). Further research asserts that outdoor learning can significantly reduce anxiety for learners with SEND (Farnham & Mutrie, 2003) and outdoor learning participation can positively affect school attendance and learning engagement for learners with SEND (Price, 2013).…”
Section: Literature Reviewmentioning
confidence: 99%
“…Merkmale wie diese können für die sozialen Vergleiche als Kriterien herangezogen werden. Entsprechend konnte auch empirisch mehrfach gezeigt werden, dass sich Schüler*innen mit SPF weniger sozial in den Klassenverband integriert fühlen als ihre Mitschüler*innen ohne SPF (Huber et al 2021;Schwab et al 2013;Zurbriggen et al 2021) und häufiger von K ihren Peers abgelehnt werden (Frostad und Pijl 2007;Huber 2008;Schwab et al 2021).…”
Section: Soziale Integration Von Schüler*innen Mit Spf Im Gemeinsamen...unclassified
“…Moreover, peer acceptance itself is considered an indicator of successful school entry, also in the transition of children with disabilities (McIntyre et al, 2006). However, peer acceptance, especially in the context of inclusion of children with disabilities, is by no means a given (Woodgate et al, 2020;Schwab et al, 2021). Research findings show that children with disabilities face a higher risk of social exclusion by their peers (Broomhead, 2019).…”
Section: Peersmentioning
confidence: 99%