Over the past years several studies have shown that students with special educational needs (SEN) face difficulties in being accepted by their peers (e.g., Avramidis, Avgeri, and Strogilos 2018; Schwab 2019) and, therefore, are vulnerable to social exclusion (Bossaert, Colpin, Pijl, and Petry 2013). According to the literature (e.g. Schwab, 2018) there are several factors which can be taken into account when improving students’ social participation and inclusion. On the level of peers e.g. the attitude towards peers with disabilities seems to be an important factor. Moreover, enhancing students’ social skills improves social participation.  However, also the teachers’ can be a factor which influences students’ social inclusion or exclusion. With regard to this understanding within the symposium international driven data from four systematic reviews are brought together to take a closer look on how inclusion and social participation can be enhanced in schools.

The first presentation addresses the different approaches as well as characteristics and impacts of school-based interventions which enhance the social participation of students with SEN. It shows that schools start to apply interventions for younger students which seem to have a positive effect. Interestingly about a third of the studies were published within the last three years and subsequently shows the growing need and awareness for this topic.

The second presentation tackles the topic of emotions in school context by presenting findings from school-based social emotional learning interventions which included students with SEN. First findings of this systematic review suggest that practical lessons as well as quality of carrying out the lessons may be beneficial. However, evaluations show mixed findings when comparing data from the USA with data from European countries.

With the third presentation results of synthesis review about the effects of a specific intervention programme, namely the ‘Circle of Friends’ will be presented. This program is one of the most common used programs to foster students’ social participation. Results indicated a low to moderate effect on students’ social participation and the development of social skills of ‘focus children’ and circle members Further suggestions for implementation as well as evaluation will be provided within this presentation

The last presentation shows results deriving from 17 studies examining differentiated and individualised teaching practices in inclusive classrooms. Characteristics of inclusive teaching practises are presented along with requirements for practice as well as for future research.

The primarily aim of the symposium is to discuss the intersection of research and practice. For this purpose, results of international conducted studies, which point out specific requirements for social participation and inclusion are presented and the response to these needs in the form of school-based intervention programs as well as teaching approaches are analyzed for their relevance to educational practice.

Avramidis, E., Avgeri, G. & Strogilos, V. (2018). Social participation and friendship quality of students with special educational needs in regular Greek primary schools. European Journal of Special Needs Education 33(2), 221-234. doi:10.1080/08856257.2018.1424779. Bossaert, G., H. Colpin, S. J. Pijl, and K. Petry. 2013. “Truly included? A literature study focusing on the social dimension of inclusion in education.” International Journal of Inclusive Education 17(1), 60–79. doi: 10.1080/13603116.2011.580464. Schwab, S. (2018). Peer-relations of students with special educational needs in inclusive education. In Polenghi, S., Fiorucci, M., and Agostinetto, L. (Eds.). Diritti Cittadinanza Inclusione (pp. 15-24). Rovato: Pensa MultiMedia. https://www.siped.it/wp-content/uploads/2018/10/2018-Roma-Atti.pdf