Social inclusion is one of the dimensions considered to be important for the success of inclusive education (UNCRPD, 2006). Farrell (2000) describes social inclusion as dependent on all students taking full and active part in the school life and being valued members of the school community. This means that beside access to mainstream schools, establishing conditions to foster the social inclusion of all students is key (de Leeuw, de Boer, Bijstra & Minnaert, 2017). Promoting social inclusion comprises the presence of different aspects, namely: positive contact/interaction with classmates; the promotion of acceptance of students by classmates; the development of social interactions and friendships and the students’ perception of his/her social inclusion (Koster et al., 2009). Different studies have reported that children with special educational needs (SEN) are less accepted, have fewer friends and fewer social interactions with classmates than their peers (Avramidis, Avgeri, & Strogilos, 2018; Schwab, 2019) and, therefore, are at increased risk of experiencing exclusion (Bossaert, Colpin, Pijl, & Petry, 2013). Given the importance of inclusion in developing friendships between children with SEN and their peers without SEN, it is important to systematically describe the relationships between these two groups and analyze factors and strategies that can foster social inclusion of all students. Against this background the following symposium brings together results from qualitative as well as quantitative research within four presentations addressing the topics of social inclusion and friendships in school

The first presentation evaluates the link between attitudes and friendships between students displaying hyperactivity and their peers. For this reason, a dynamic social network methodology was applied that accounts for dependencies between friendship ties which traditional, regression-based methods are unable to. Results of the quantitative data of 314 students aged 9 to 11 show that students with hyperactivity symptoms experience social exclusion. However, results do not suggest that having friends or peers who display hyperactivity is significantly related to attitudes towards these peers.
The second presentation examines the requirements for social inclusion by including the voices of several stakeholders in the educational setting. By applying semi-structured interviews with students with (n=12) and without SEN (n=12) as well as their parents (n = 24), and teachers’ (n = 12) those factors that might influence students’ social inclusion are analyzed by applying a thematic analysis. Results show that factors on the educational (e.g., inclusive teaching methods), intrapersonal (e.g., attitudes, friendships, playtime) and interpersonal (e.g., responsibilities) level have to be considered when aiming to include all students.

The third presentation discusses results of the evaluation of a two-tier intervention aiming to foster the social inclusion of a preschool child with autism spectrum disorder. The study applied a single-subject study design with observational data from 17 students (one student with ASD and peers)

The first intervention followed a whole-class approach and the second intervention a peer-mediated with 4 volunteers. Positive impacts of the intervention on attitudes, friendships as well as social interactions could be shown.

The fourth presentation discusses evaluated effects of an intervention program which was designed to support students’ social participation. By using a paper-pencil questionnaire with primary school students (N = 260) their attitudes towards peers with different diversity dimensions was measured prior and after the intervention program. Results show significant differences in students’ attitudes between the two measurement points and indicates a positive effect of the intervention program on the promotion of social participation.

The aim of the symposium is to take a closer look at the current situation of students with regard to their social participation on the one hand and to work out necessities for practice on the other hand by using evidence of various international studies.

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. Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2013). Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 17(1), 60–79. de Leeuw, R. R., de Boer, A. A., Bijstra, J., & Minnaert, A. E. M. G. (2017). Teacher strategies to support the social participation of students with SEBD in the regular classroom. European Journal of Special Needs Education, 33(3), 412-426. Farrell, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4, 153-162. Koster, M., Nakken, H., Pijl, S. J., van Houten, E. (2009). Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, 13(2), 117-140. Schwab, S. (2019). Friendship stability among students with and without special educational needs. Educational Studies, 45, 390-401. UNCRPD (United Nations Convention on the Rights of Persons with a Disability). (2006). Convention on the Rights of Persons with Disabilities and Optional Protocol. New York: United Nations.