Social participation is on of most important outcome variables of inclusive education. While the focus in inclusion was strongly on students with special educational needs (SEN), nowadays also other categories of heterogeneity (e.g. migrant background, gender, low socioeconomic status) come in the spotlight. Plenty of studies (see Schwab, 2018) indicate that students with SEN are at a higher risk of low social participation in inclusive classes. However, this studies are limited as they did no examine other categories of heterogeneity. The current study investigates data from 512 8th grade students from Austrian secondary schools. The students are classified regarding to SEN, migration background, gender, and socioeconomic status (SES). Peer acceptance and the social position of the students are assessed using peer nominations and peer status. Results show that students with SEN, migration background and a low SES are significantly overrepresented among the rejected peers. Among the popular peers, students with SEN are significantly underrepresented. Regarding peer nominations, students with SEN receive less positive nominations and more negative nominations compared to students without SEN. Similar effects for negative nominations are found for the factors migration background and SES. The results suggest to apply a broad view on social inclusion. Besides SEN, sociodemographic factors are important to consider for the investigation and the practical implementation of inclusive education. Moreover, the intersectionality of these variables could lead to an even worse situation.

Schwab, S. (2018). Soziale Partizipation von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf. In K. Rathmann & K. Hurrelmann (Hrsg.), Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion (S. 238-255). Beltz Juventa.