04 SES 13 B, Consulting Students with SEN; Challenges and Opportunities
Since the ratification of the Salamanca Statement (UNESCO, 1994), the difficulties of realizing social inclusion have become part of the international research agenda. Students with social-emotional problems or behavioural difficulties (SEBD) tend to experience more difficulties with their social participation in the inclusive classroom then typical developing peers (Pinto, Baines, & Bakopoulou, 2018). In response, a substantial number of interventions have been developed to support the schoolteacher to facilitate the social participation of students with and without SEBD. The effectivity of interventions facilitating the social inclusion in regular schools, are rather weak (Garrote, Dessemontet, & Opitz, 2017). Multiple reasons have been suggested to explain these results, such as: a lack of support to generalize the skills in the natural setting and not taking the perspectives and needs of the students into account, who should benefit from the intervention (Sargeant, 2018). No overview of the literature has reported the input of students during the development, evaluation or adjustment of these interventions. Despite the acknowledgement to use the input of students, with or without SEBD, in educational research (Sargeant, 2018). To implement interventions that are effective and meet the needs of students, with or without SEBD, it is needed to include their perspectives in the development and evaluation processes (De Leeuw et al., submitted). The aim of the current review study is to provide an overview of effective interventions that facilitate the social participation of students with SEBD in the inclusive classroom. In addition, the experiences and involvement of the intervention users (classroom teachers and students with or without SEBD) are reported, if available. A systematic search was conducted via EBSCOhost in PsychINFO, SocINDEX, ERIC, PsycARTICLES and MEDLINE for the timeframe of January 1994 till September 2018. Studies were included if the intervention facilitated social participation, was teacher led or co-led and the inclusive primary classroom had at least one student in the classroom receiving extra support regarding social interactions, behavior and/or emotional functioning at school (with or without a formal diagnosis). Of the 8940 unique identified studies, 12 studies are included in the review study with diverse teacher led levels (Fuchs, Fuchs & Compton, 2012). As this study is still ongoing, no further results can be reported in this abstract yet. The first results, about students’ perspective on the development of the interventions, will be presented at the ECER.
De Leeuw, R. R., De Boer, A. A., Beckmann, E. J., Van Exel, N. J. A., & Minnaert, A. E. M. G. (submitted). Perspectives of young children’s on resolving social exclusion in inclusive classrooms. Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional children, 78(3), 263-279. Garrote, A., Dessemontet, R. S., & Opitz, E. M. (2017). Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions. Educational Research Review, 20, 12-23. Pinto, C., Baines, E. & Bakopoulou, I. (2018). The peer relations of pupils with special educational needs in mainstream primary schools: The importance of meaningful contact and interaction with peers. British Journal of Educational Psychology Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., & Forness, S. R. (1999). A meta-analysis of social skill interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7(1), 54-64. Sargeant, J. (2018). Towards Voice‐Inclusive practice: Finding the sustainability of participation in realising the child's rights in education. Children & Society, 32(4), 314-324. UNESCO. (1994). The Salamanca Statement and framework for action on special needs education. Paris: UNESCO.
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