04 SES 10 A, Stability of Social Participation – Linked with Social Behavior and School Drop-Out
Although social participation of students with SEN is one of the main motives for inclusive education (Symes & Humphrey, 2011), former studies have also indicated risks for the social development of students with SEN (e.g., Locke, Ishijima, Kasari, & London, 2010). Despite the increasing importance of social relationships during early adolescence (Rubin, Bukowski, & Parker, 2006), research on the stability of social participation of students with SEN at the start of secondary school is almost non-existing. This study addresses these lacks by studying the stability of social participation of students with SEN in mainstream 7th and 8th grade. A longitudinal study with three assessment waves, each approximately six months apart, starting in spring of 7th grade, was conducted. At each data wave, the social participation of approximately 140 students with SEN (i.e., students with ASD and students with motor and/or sensory disabilities) and 2000 typically developing classmates was assessed. Preliminary results confirmed the less favorable social situation of students with ASD and girls with motor and/or sensory disabilities in 7th grade. Implications of further results on the stability of this social situation of students with SEN in inclusive education will be discussed.
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