The inclusion of students with special educational needs (SEN) in general education is an ongoing trend in many countries worldwide. In the debate about including these students, maximizing the opportunities for an optimal social development is seen as an important outcome measure (see Article 24 of the UNCRPD, 2006). Unfortunately, research has shown that students with SEN in general education often experience difficulties in peer acceptance (Koster, Nakken, Pijl, & van Houten, 2009). It has been stated that teachers play a significant role in realizing positive student outcomes (Hamre & Pianta, 2001; Hattie, 2013). Indeed, teachers are responsible for the education of students with SEN in their classroom (Watkins, 2012). Nonetheless, very little empirical evidence is available showing the effect of teacher-related variables on the social outcomes of students with SEN (De Boer, Pijl, & Minnaert, 2011).

This symposium highlights the importance of teachers in evaluating the social outcomes of students with SEN in general education. Empirical evidence will be presented from three studies conducted in different countries. All three studies focus on the relationship between teacher-related variables and social outcomes of students with SEN.

In the first contribution results will be presented of a study focusing on the relationship between teachers’ feedback and social peer acceptance. The study was conducted in Germany. Teachers´ feedback towards each student has been observed in six primary school classes (grade 3 and 4) (Nteachers= 6, Nstudents= 150) and peer acceptance has been measured using sociometric data and a questionnaire. The theoretical fundament and the results of the main study will be presented and their meaning for the inclusion debate will be discussed.

In the second contribution results of a study focusing on factors that facilitate or hinder inclusive education, like teacher attitudes and the relationship between school and class factors and student outcomes. Data was gathered among general primary and secondary schools in the Netherlands (Nprimary schools= 38, Nsecondary schools= 60). Using questionnaires, data about factors on school, class and student level were gathered. The results give insight in factors on different levels that may facilitate or hinder the outcomes of students with SEN in general education.

In the third contribution results of a study focusing on the consistency between students’ self- and teacher-reports about the experience of positive emotions, social participation and confidence in one’s own abilities. The study was conducted in Switzerland. To answer these questions, self- and teacher reports about 329 students from grade 8 (N = 20 classes) were analyzed.  Results show that there is inconsistency between teacher and student ratings on several dimensions. Implications for using different raters will be discussed. 

De Boer, A.A., Pijl. S.J., Minnaert, A.E.M.G. (2011). Regular primary school teachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331-353. Hamre, B.K., & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638. Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon: Routledge. Koster, M., Pijl, S. J., Nakken, H., & Houten, E. V. (2010). Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands. International Journal of Disability, Development and Education, 57(1), 59-75. The United Nations. (2006). Convention on the Rights of Persons with Disabilities. Treaty Series, 2515, 3. Watkins, A. (Ed.) (2012). Teacher Education for Inclusion. Profile of Inclusive Teachers. Odense, Denmark: European Agency for Development in Special Needs Education.