Discrepancies in judging social inclusion and bullying of pupils with behaviour problems

By Marleen de Monchy *, S. Pijl, T. Zandberg. 2004

168 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/027a9acbd601627c540b6cebf18b66d4c7ed5564

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In Clinical Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Being part of the peer group: a literature study focusing on the social dimension of inclusion in education (2009, background): “De Monchy et al. (2004) examine the social inclusion of pupils with behaviour problems. The authors do not define social inclusion, but the aspects which they consider to be important for social inclusion may be derived from their measuring instruments. De Monchy et al. assess the social inclusion o”
Simply academic? Why children with special educational needs don’t like school (2012, background): “For students with special educational needs, this model of disability has led to a greater emphasis on inclusion and a reduced distinction between mainstream and special schools (Monchy, Pijl, and Zandberg 2004 ).”
Bullying and victimisation rates among students in general and special education: a comparative analysis (2009, background): “Teachers are proficient at identifying the perpetrators (Whitney et al, 1994 ), but they often underestimate the overall prevalence of the victimisation, especially for students with disabilities (Monchy, Pijl, & Zandberg, 2004 ; Sheard, Clegg, Standen, & Cromby, 2001 ; Thompson, Whitney, & Smith”
Risk and Protective Factors Associated with the Bullying Involvement of Students with Emotional and Behavioral Disorders (2012, background): “to engaging in higher levels of bullying than other subgroups of students (Monchy et al., 2004; Van Cleave & Davis, 2006), research suggests that students with disabilities may engage in higher levels of bullying as a means to reduce or avoid victimization (Nabuzoka, 2003; Rose, 201 1; Rose, Monda-A”
The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2013, background): “Parents expect inclusion to lead to opportunities for contact with children from the local community, experiences in learning to handle social situations and increased chances for their child to make friends (Monchy, Pijl, and Zandberg 2004 ).”
Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, background): “Several studies have found that within the group of students with special needs, students diagnosed as having autistic spectrum disorders and students diagnosed as having serious behavioural disorders find it particularly difficult to build relationships with typical peers and are at risk of becomin”
Self-concept, social position and social participation of pupils with SEN in mainstream primary schools (2013, background): “Factors that enhance their chances of being bullied include particular characteristics such as clumsiness, dyslexia and having a disability such as a sight, hearing or speech problem that may be used as a pretext for bullying (Sweeting and West 2001 ); behavioural problems causing them to act in an”
Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education (2007, background): “One explanation for the difficulties pupils with special needs have in building relationships with peers has pointed to insufficient sets of social skills (Greenspan & Granfield, 1992; Garrison-Harrell & Kamps, 1997; Pfiffner & McBurnett; 1997; Scheepstra, et al., 1999; Soresi & Nota, 2000; Monchy e”
The Social Position of Pupils with Special Needs in Regular Schools (2008, background): “Research has shown that teachers tend to overrate the social position of pupils with special needs (Monchy et al., 2004; Scheepstra, et al., 1999).”
Bullying Perpetration and Victimization in Special Education: A Review of the Literature (2011, background): “Similarly, 30% more students with emotional or behavioral disorders (EBDs) and (Monchy et al., 2004; Van Cleave & Davis, 2006) 66% more students with Asperger syndrome are reported to be victimized compared with the national average (Little, 2002).”
Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “TD pupils in primary schools prefer not to work with pupils with SEN or with low-achieving pupils (Huber & Wilbert, 2012; Krull et al., 2014; de Monchy et al., 2004).”