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Title: One for all. Do students with special educational needs socially participate in mainstream secondary schools
Authors: Petry, Katja ×
Bossaert, Goele #
Issue Date: 2012
Series Title: Glæður vol:in press
Abstract: Flanders (Belgium) has a long history of segregated education, but recently a slow trend towards a more inclusive education system has been noticeable. However, there is a lot of difference between schools in their culture, policy and practice towards inclusion, which might affect the academic and social outcomes for students with special educational needs (SEN). This study addresses the social participation of students with SEN in nine mainstream lower secondary schools with a well-developed culture, policy and practice towards inclusion in Flanders Social participation (i.e., social interactions, peer acceptance, friendships/relationships, and social self-concept) was assessed by means of questionnaires among 49 students with SEN and their 469 typically developing classmates. In comparison with typically developing peers, students with SEN have, on average, fewer social interactions, are less often accepted, have fewer friends, more often take up an isolated position in class and have lower social self-concepts.
ISSN: 1022-8543
Publication status: accepted
KU Leuven publication type: AT
Appears in Collections:Parenting and Special Education
× corresponding author
# (joint) last author

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