Self-Concept, Social Position and Social Participation of Pupils with SEN in Mainstream Primary Schools

Autor/in	Avramidis, Elias
Titel	Self-Concept, Social Position and Social Participation of Pupils with SEN in Mainstream Primary Schools
Quelle	In: Research Papers in Education, 28 (2013) 4, S.421-442 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2012.673006
Schlagwörter	Self Concept; Elementary School Students; Special Needs Students; Student Participation; Student Attitudes; Social Isolation; Social Status; Peer Acceptance; Teacher Attitudes; Friendship; Classification; Disadvantaged; Elementary School Teachers; Social Networks; Inclusion; Psychometrics; Sociometric Techniques; Foreign Countries; Mixed Methods Research; Semi Structured Interviews; United Kingdom (England); Self Perception Profile for Children + Suchen Sie Ihr Suchwort? Selbstkonzept; Sonderpädagogischer Förderbedarf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Soziale Isolation; Sozialer Status; Lehrerverhalten; Freundschaft; Classification system; Klassifikation; Klassifikationssystem; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Social network; Soziales Netzwerk; Inklusion; Psychometry; Psychometrie; Soziometrie; Ausland
Abstract	Drawing on a recent research project, this paper questions the literature's dominant representation of children with special educational needs (SEN) as holding negative perceptions of themselves and being socially isolated. The study examined dimensions of pupils' self-concept and their social position in their class network. Contrary to previous research, pupils with SEN were found to hold positive perceptions in all assessed domains of self-concept and, notably, they felt good about their academic performance, and they felt socially accepted by their classmates. With regard to their social position, children with SEN were found to be less popular and to have fewer friends than their non-SEN peers. Nevertheless, they had formed some positive relationships, they were equally likely to be members of a social cluster, and they were no more likely to be isolated than their non-SEN peers. This evidence is supplemented with teacher accounts that provide a greater understanding of the nature of social interaction and quality of friendships in their classes. Finally, the paper concludes that experiencing SEN alone is not a determining factor of social isolation and argues that schools should aim at enhancing the self-image and reducing the marginalisation of all pupils regardless of their SEN or non-SEN classification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10