Students with special educational needs in the inclusive classroom: social integration and self-concept

By C. Cambra, N. Silvestre. 2003

135 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0ac5242529fb92d5e17b8ad7b7196052b2fec557

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. E. Avramidis
2. S. Pijl
3. K. Petry
4. A. Garrote
5. Elisabeth Moser Opitz
6. R. S. Dessemontet
7. Joanne Banks
8. S. McCoy

In Safety Research

1. S. Pijl
2. G. Lindsay
3. E. Avramidis

In Sociology and Political Science

1. E. Avramidis
2. S. Pijl
3. E. V. van Houten
4. M. Koster
5. H. Nakken
6. G. Lindsay
7. Joanne Banks
8. A. D. de Boer

Citations in the corpus

• Simply academic? Why children with special educational needs don’t like school (2012, background): “However, concerns have been raised about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, the ways in which friendships are formed between students with special educational needs and their peers (Cambrian and Silvestre 2003 ”
• Self-concept, social position and social participation of pupils with SEN in mainstream primary schools (2013, background): “…similar findings have been reported across different national school systems including the UK (Nabuzoka and Smith 1993), Holland (Bakker and Bosman 2003; Koster et al. 2010), Norway (Frostad and Pijl 2007; Pijl and Frostad 2010), Spain (Cambra and Silvestre 2003) and Israel (Tur-Kaspa et al. 1999).”
• Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, background): “They lack contacts with peers, do not develop age-appropriate social skills and may develop negative self-concepts (Bender & Wall, 1994; Cambra & Silvestre, 2003), which might lead to externalising (e.g., aggression) and internalising problems (e.g., anxiety; Durrant, Cunningham, & Voelker, 1990).”
• Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “Studies involving older pupils with SEN found that these pupils feel less socially accepted and report more feelings of loneliness than their TD peers (Cambra & Silvestre, 2003; Schwab et al., 2015).”
• Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “Cambra and Silvestre (2003) studied the self-concept and social preference of Spanish students with a range of SEN and comparison TD children in a mainstream school with Special Experimental School status (35% had SEN of various kinds).”
• Being part of the peer group: a literature study focusing on the social dimension of inclusion in education (2009, background): “According to Cambra and Silvestre (2003), one of the factors which plays an important role in social integration is ‘peer group socialization’.”
• Truly included? A literature study focusing on the social dimension of inclusion in education (2013, background): “Cambra and Silvestre (2003) relied on ‘peer group socialisation’ to measure children’s social integration.”
• Peer acceptance and self‐concept of students with disabilities in regular education (2010, unknown): “The search yielded just four studies giving more information on this relationship, namely: Vaughn, Elbaum and Schumm ( 1996 ), Stanovich, Jordan and Perot ( 1998 ), Bakker and Bosman ( 2003 ) and Cambra and Silvestre ( 2003 ).”