Primary School Children with Special Educational Needs and Their Social Participation

被引：19

作者：

Henke, Thorsten ^{[1
]}

Bosse, Stefanie ^{[1
]}

Lambrecht, Jennifer ^{[1
]}

Jaentsch, Christian ^{[1
]}

Jaeuthe, Jessica ^{[1
]}

Spoerer, Nadine ^{[1
]}

机构：

[1] Univ Potsdam, Strukturbereich Bildungswissensch, Psychol Grundschulpadag, Karl Liebknecht Str 24-25, D-14476 Potsdam, Germany

来源：

ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE | 2017年 / 31卷 / 02期

关键词：

Inclusion; social participation; labeling; propensity score matching; social inclusion; MODERATE LEARNING-DIFFICULTIES; SOCIOMETRIC STATUS; R PACKAGE; STUDENTS; ACHIEVEMENT; MAINSTREAM; ACCEPTANCE; BEHAVIORS; PUPILS; SELF;

D O I：

10.1024/1010-0652/a000196

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The present study examines whether students with and without a special educational needs statement (SEN) differ in their social participation. Data analysis was based on a sample of N = 1436 students in second- and third-grade primary-school classes. Using standardized questionnaires we assessed peer-related classroom climate, self-perceived social integration, number of friends, and feeling of acceptance by the students' teachers. Propensity score matching was applied to control for differences between students with a SEN statement (N = 91) indicating difficulties in learning, language, or emotional and social development. Controlling for family background, academic achievement, and behavioral aspects revealed no differences in social participation.

引用

页码：111 / 123

页数：13

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