04 SES 17 A, Learning Form Research – Systematic Reviews Tackling Various Factors Fostering Students’ Inclusion
The worldwide implementation of inclusive education has been evolved to respond to the needs of each and every student, regardless of their personal and social situation, providing answers that enable them to acquire a level of education and training, facilitators of their full social inclusion (UNESCO, 2018). The social dimension of inclusion is a concern for professionals, along with students’ academic achievement, placing intervention studies aimed at promoting students' social participation at the center of the debate (Avramidis, Avgeri, & Strogilos, 2018; Hassani et al. 2020; Sanches-Ferreira et al., 2019). Some literature on intervention in the social participation of students with disabilities already exists, namely aiming to promote their social interactions and positive relations with peers and the attitudes of social acceptance exhibited by typically developing students (Garrote, Dessemontet, & Opitz, 2017). The existing literature can be very informative and support the expansion of social participation intervention programs to whole-school interventions rather than on particular students or situations. This study aims to synthesize the characteristics, strategies and effects of school-based interventions, aimed at promoting the social participation of students with disabilities, between 2006 and 2020. This systematic review of the literature included the research in five databases. (JSTOR, ERIC, Taylor & Francis, Web of Science and B-ON). Experimental studies were included when outcomes focused on at least one of the dimensions of social participation, of students with disabilities (i.e., social interaction with peers, social acceptance of peers, friendships / relationships with peers, self-perception of social acceptance). The screening process resulted in the final identification of 45 articles. Most of the identified interventions focus on the dimensions of interaction and social acceptance. The results show that the interventions are mostly implemented with younger students, although it also has positive effects when implemented with older students. In addition, almost 30% of the articles refer to studies published in the last 3 years, which reveals that social participation is a growing concern for researchers and schools. The discussion reflects the need for interventions on friendship relationships between students with and without disabilities, as well as listening to students' opinions, at risk of social exclusion, about the social dimension of their educational experience.
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 EducationI, 33(2), 221-234. 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. Hassani, S., K. Aroni, A. Toulia, S. Alves, G. Görel, M. F. Löper, E. Avramidis, M. Silveira- Maia, M. M. Sanches-Ferreira, F. Hellmich, S. Schwab, and K. Resch. (2020). School-based interventions to support student participation. A comparison of different programs. Results from the FRIEND-SHIP project. Vienna, University of Vienna. doi: 10.25365/phaidra.147. Sanches-Ferreira, M., S. Alves, M. Silveira-Maia, M. Gomes, B. Santos, and P. Lopes-dos-Santos. (2019). Participation in Leisure Activities as an Indicator of Inclusion: A comparison between Children with and without Disabilities in Portugal. European Journal of Educational Research, 8(1), 221-232. doi: 10.12973/eu-jer.8.1.221. UNESCO. (2018). Global Education Meeting, Brussels Declaration, document ED-2018/GEM/1. Accessed 23 July 2020. https://unesdoc.unesco.org/ark:/48223/pf0000366394?posInSet= 1&queryId=f00bbeb5-caf0-495d-9782-e4caad1e9e0f.
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