Truly included? A literature study focusing on the social dimension of inclusion in education |
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| Authors: | Goele Bossaert Hilde Colpin Sip Jan Pijl Katja Petry |
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| Institution: | 1. Parenting and Special Education Research Group, Department of Educational Sciences , K.U. Leuven , Leuven , Belgium goele.bossaert@ped.kuleuven.be;3. School Psychology and Child and Adolescent Development, Department of Psychology , K.U. Leuven , Leuven , Belgium;4. Department of Orthopedagogy , University of Groningen , Groningen , Netherlands;5. Department of Education , Norwegian University of Science and Technology , Trondheim , Norway;6. Parenting and Special Education Research Group, Department of Educational Sciences , K.U. Leuven , Leuven , Belgium |
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| Abstract: | Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The current study assesses the meaning of these concepts for secondary school samples and possible differences with preschool and primary school. A literature review on secondary school literature, including 19 articles, revealed large parallels, i.e. the three concepts can be used as synonyms and include the same key themes: relationships, interactions, perception of the pupil with SEN and acceptance by classmates. Although the subthemes within the key themes largely concurred, one subtheme (i.e. self-perception of social interaction) was added and three subthemes, mentioned in the scheme based on preschool and primary school, were not found. |
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| Keywords: | inclusive education special educational needs disability |
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