The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs |
| |
| Authors: | Emily Jane Prince Julie Hadwin |
| |
| Institution: | 1. SE Education Department , Surrey County Council , Omnibus Building, Lesbourne Road, Reigate , RH2 7JA , UK emily.prince@surreycc.gov.uk;3. Developmental Brain-Behaviour Laboratory , School of Psychology, University of Southampton , Highfield Campus, Southampton , SO17 1BJ , UK |
| |
| Abstract: | This review integrates theoretical perspectives and empirical evidence of a sense of school belonging (SOSB) to highlight its importance in understanding the inclusion efficacy research for pupils with special educational needs (SEN). Specifically, it examines the role of a SOSB on pupils' cognitive, affective, behavioural and social developmental outcomes. In addition, it considers the inclusion efficacy research regarding the outcome of mainstream and special education for pupils with SEN. In turn, the review synthesises the two areas of research on school belongingness and inclusion to suggest that a SOSB is important in understanding the relationship between school placement and developmental outcomes for pupils with SEN. |
| |
| Keywords: | sense of school belonging inclusion special educational needs |
|
|
