Chapter 1 Student voices on social exclusion in general primary schools
Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and...
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| פורמט: | Online |
| שפה: | אנגלית |
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Taylor & Francis
2021
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| נושאים: | |
| גישה מקוונת: | 1005030 |
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| _version_ | 1869513780857143296 |
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| author | de Leeuw, R.R. de Boer, A.A. Minnaert, A.E.M.G. |
| author_browse | Minnaert, A.E.M.G. de Boer, A.A. de Leeuw, R.R. |
| author_facet | de Leeuw, R.R. de Boer, A.A. Minnaert, A.E.M.G. |
| author_sort | de Leeuw, R.R. |
| collection | Directory of Open Access Books |
| description | Advocates of inclusive education argue that the social inclusion of
students with special educational needs (SEN) increases when they
are educated with typically developing peers. However, research
indicates that this is not apparent for all students with SEN. Students
with social, emotional and behavioural diffi culties (SEBD) are often
socially excluded. To understand the situation of these students,
their voices should be heard. The aim of the current explorative study
was to gain insight into: (1) the experiences of students with SEBD
regarding victimisation and social exclusion, and (2) the approaches
they applied and preferred resolving social problems. We conducted
semi-structured interviews with 28 socially excluded students from
grades 5 and 6, attending general ( N = 6) and segregated special
( N = 21) primary education. The participants were prompted to
talk about their own experiences using hypothetical scenarios. The
interviews were analysed using a multi-grounded theory approach.
The results show that students preferred diff erent approaches to
resolving these social problems than the applied approaches. They
would have liked to have seen their peers and teachers to show more
initiative. In line with these results, the need to listen to the students’
voices are emphasised. |
| format | Online |
| id | doab-20.500.12854ir-38979 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-389792025-03-04T09:50:48Z Chapter 1 Student voices on social exclusion in general primary schools de Leeuw, R.R. de Boer, A.A. Minnaert, A.E.M.G. Social exclusion primary schools thema EDItEUR::J Society and Social Sciences::JN Education Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural diffi culties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general ( N = 6) and segregated special ( N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred diff erent approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students’ voices are emphasised. 2021-02-10T12:58:18Z 2019-10-17 13:53:21 2020-04-01T10:20:06Z 2019 chapter 1005030 OCN: 1135844988 http://library.oapen.org/handle/20.500.12657/25063 9780429264184 https://directory.doabooks.org/handle/20.500.12854/38979 eng open access image/jpeg image/jpeg image/jpeg image/jpeg n/a n/a n/a n/a https://library.oapen.org/bitstream/20.500.12657/25063/1/9780367209186_oachapter1.pdf https://library.oapen.org/bitstream/20.500.12657/25063/1/9780367209186_oachapter1.pdf https://library.oapen.org/bitstream/20.500.12657/25063/1/9780367209186_oachapter1.pdf https://library.oapen.org/bitstream/20.500.12657/25063/1/9780367209186_oachapter1.pdf Taylor & Francis Routledge fa69b019-f4ee-4979-8d42-c6b6c476b5f0 Social Participation of Students with Special Educational Needs in Mainstream Education 9780429264184 Routledge 22 open access |
| spellingShingle | Social exclusion primary schools thema EDItEUR::J Society and Social Sciences::JN Education de Leeuw, R.R. de Boer, A.A. Minnaert, A.E.M.G. Chapter 1 Student voices on social exclusion in general primary schools |
| title | Chapter 1 Student voices on social exclusion in general primary schools |
| title_full | Chapter 1 Student voices on social exclusion in general primary schools |
| title_fullStr | Chapter 1 Student voices on social exclusion in general primary schools |
| title_full_unstemmed | Chapter 1 Student voices on social exclusion in general primary schools |
| title_short | Chapter 1 Student voices on social exclusion in general primary schools |
| title_sort | chapter 1 student voices on social exclusion in general primary schools |
| topic | Social exclusion primary schools thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | Social exclusion primary schools thema EDItEUR::J Society and Social Sciences::JN Education |
| url | 1005030 |
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