04 SES 17 D, Students’ Social Inclusion, Emotional Inclusion and Academic Self-Concept in Inclusive Classes – Results from International Surveys
The implementation of inclusion in schools differs from school to school, even from classroom to classroom. Some schools in Germany and some classes in these schools are instructed to be inclusive in a close way: to teach students with special educational needs together with regular students. In this case, the classes receive additional resources like lessons with teachers for special education or a reduction of the number of students in the class (Lütje-Klose et al. 2017). Therefore, the question arises whether students from inclusive and regular classes differ in their perceptions of inclusion. What are the perceptions of students in regular classes related to their emotional and social integration and their academic self-concept? What are the perceptions of students in inclusive classes related to their emotional and social integration and their academic self-concept? How do the groups differ? How stable are the values over time? This longitudinal study with three measurement points interrogated students from two primary and five secondary schools of different school types from the grades 2-7 (age 7,00-15,07 at t1) in the school years 2016/17 and 2017/18. N=221 students (f=115, inclusive classes=123) filled out each item of the Perceptions of Inclusion Questionnaire (Venetz et al. 2015) and took part in the survey. Descriptive results indicate that students in general perceive high levels of emotional and social integration and a high academic self-concept. Regular classes stay stable in their emotional, social and cognitive integration over time, while inclusive classes show some significant variations in the three areas over time. The results from t-tests show significant differences between the two groups related to their emotional and cognitive integration. Students from regular classes feel higher levels of emotional integration and have a significantly higher academic self-concept compared to students from inclusive classes.
Lütje-Klose, B., Neumann, P., & Streese, B. (2017). Schulische Inklusion in Nordrhein-Westfalen (NRW) – sieben Jahre nach Ratifizierung der UN-BRK. Zeitschrift für Inklusion (2) Venetz, M., Zurbriggen, C. L. A., Eckhart, M., Schwab, S. & Hessels, M. G. P. (2015). The Perceptions of Inclusion Questionnaire (PIQ). Deutsche Version. Zugriff unter www.piqinfo.ch
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