Including students with special educational needs (SEN) is a worldwide trend and a much-discussed issue in many countries. By signing and ratifying the Convention on the Rights of Persons with Disabilities (CRPD) of the United Nations (UN, 2006), nations are called to promote the social development of people with disabilities maximally (see Article 24). However, several international studies suggest that the initial goal of social acceptance of students with SEN is less satisfactorily put into practice than intended. In a meta-analysis across 152 studies, Kavale & Forness (1996) showed significant differences in peer acceptance (ES = .815) between students with and without SEN. To meet the goal of inclusion, placing students with and without SEN within the same class is a first step, following the step of promoting the social participation of students with SEN. To be able to intervene effectively, we first should gain more knowledge about different topics, like the social inclusion of different student populations and students' perspectives on their inclusion. 

This symposium sheds light on the social inclusion of students with different special needs, like students with social-emotional and behaviour problems, but also of students with physical disabilities. New insights will be given by presenting results of studies on students’ voices and views, but also parents’ perspectives on their child’s social inclusion. 

The first presentation focuses on voices of general secondary age students with dyslexia and social-emotional problems about the educational support they receive (N= 30). Moreover, the effects of the support on both their academic outcomes and social inclusion are presented.

The second presentation focuses on the experiences of students with social-emotional and behaviour problems with rejection and bullying (N= 35). Results about their experiences with this will be presented, together with their preferred solutions.

In the third presentation focuses on the social networks of students with SEN in an effort to understand how the degree of a socially responsive classroom may have an impact on the social inclusion, participation and social support of these students and their peers.  

The fourth presentation focuses on a comparison of the social inclusion of students with a physical disabilities and typically developing peers. Results of children and parents questionnaires will be presented. 

Kavale, K. A. & Forness, S. R. (May, 1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29(3), 226-237. United Nations. (2006). Convention on the Rights of Persons with Disabilities. Treaty Series, 2515, 3.