Social relationships of students with SEN
Final Report Abstract
Primary school - being the first and common school for every child - takes a unique role in transferring basic knowledge, but also in building a positive relationship towards schooling and learning. Social relationships with peers and teachers are central factors in this process. Therefore, the project addresses determinants, correlations and effects of social relationships of students with and without special educational needs in inclusive primary schools. At the first measurement point, 47 classes with 885 fourth grade students took part in the quantitative questionnaire study, while 386 students out of 23 classes participated in the longitudinal mixed-methods study. On average, primary school students reported a good teacher-student-relationship, a positive class climate between peers and high school well-being. Though, students with and without special educational needs (SEN) showed significant differences in their peer relationships. Data revealed that students with SEN had lower friendship quality to their best friend, less interactions during the break, lower peer acceptance, and more anger. No achievement differences regarding grades at the end of the school year could be found, but students with SEN accomplished lower achievements in their teachers’ perception. General peer relationships within the class and particularly the teacher-studentrelationship were strongest predictors for students’ school well-being. Teachers effect both kinds of relationships and should therefore be aware of their importance for their students’ feeling of relatedness. In terms of fostering students’ participation, differentiation and individualization proved to be two inclusive teaching methods that are perceived on a relatively high level. The comparison of teacher and student data suggests that teachers systematically overestimate their usage of differentiated and personalized methods when asked for a general impression. No differences revealed for gender, migration background or SEN. The last finding seems to be surprising regarding the special sample of solely inclusive classes and is contradictory to students’ perception of their personnel and material/ spatial resources. In this regard, students with SEN perceive more available resources for inclusive education than their classmates without SEN. Both kinds of resources correlated positively with the usage of inclusive teaching practices. In Interviews, students pointed out that personalized (positive) feedback and individual assistance for students in need of special support are particularly positive methods for inclusive education. In summary, differentiation and individualization go beyond didactical and methodical issues of instruction but also include a participatory teacher-student-interaction.
Publications
- (2019). Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers. In Frontiers in Education (Vol. 4, No. 58)
Lindner, K.-T., Alnahdi, G. H., Wahl, S., & Schwab, S.
(See online at https://doi.org/10.3389/feduc.2019.00058) - (2020). Assessing Perceptions of Resources and Inclusive Teaching Practices: A cross-country Study between German and Saudi Students in Inclusive Schools. Studies in Educational Evaluation: 65
Schwab, S., Alnahdi, G., Goldan, J. & Elhadi, A.
(See online at https://doi.org/10.1016/j.stueduc.2020.100849) - (2020). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education
Lindner, K.-T. & Schwab, S.
(See online at https://doi.org/10.1080/13603116.2020.1813450) - (2021). Formen der Differenzierung und Individualisierung im inklusiven Unterricht. Perspektiven von Schülerinnen, Schülern und Lehrpersonen. In Resch, K., K.-T. Lindner, B. Streese, M. Proyer, & S. Schwab (Hrsg.), Inklusive Schulentwicklung (S. 222-228). Münster: Waxmann
Lindner, K.-T.
- (2021). Zusammenhänge von sozialen Beziehungen mit schulischem Wohlbefinden und emotionalem Erleben von Grundschüler*innen. In G. Hagenauer & D. Raufelder (Hrsg.), Soziale Eingebundenheit (S. 351-365). Münster: Waxmann
Markus, S. & Schwab, S.
