The Social Position of Pupils with Special Needs in Regular Schools

By S. Pijl, P. Frostad, A. Flem. 2008

237 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2aeee7436ba312b917ff725263545faf5b0b05b2

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In Clinical Psychology

In Education

Citations in the corpus

Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management (2019, unknown): “(Chen et al., 2015; Estell et al., 2009; Farmer, Leung, et al., 2011; Farmer & Farmer, 1996; Pearl et al., 1998; Pijl et al., 2008).”
Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education? (2012, background): “Following Pijl, Frostad, and Flem ( 2008 ), students could nominate a maximum of five classmates.”
Truly included? A literature study focusing on the social dimension of inclusion in education (2013, background): “Consequently, this study focuses on students with SEN, generally defined as ‘students with various (combinations of) impairments and/or difficulties in participating in education’ (Pijl, Frostad, and Flem 2008, 389).”
Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, background): “Several studies showed that children with special needs in regular schools are less accepted by their peers, have fewer friendships and are less often part of a network in class (Bramston, Bruggerman, and Pretty 2002 ; Kuhne and Wiener 2000 ; Le Mare and de la Ronde 2000 ; Pijl, Frostad, and Flem”
Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, background): “In addition, its reliability seems to be sufficient, as shown by Pijl, Frostad, and Flem ( 2008 ), who found that parallel test reliability was 0.”
Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “…have fewer friends than their TD peers (Avramidis, 2013; Estell et al., 2008; Frostad & Pijl, 2007; Koster et al., 2010; Odom & Diamond, 1998; Pijl et al., 2008; Rotheram-Fuller et al., 2010; Yude et al., 1998); however, other studies have not found this difference (Avramidis, 2010; Garrote,…”
An inclusive classroom? A case study of inclusiveness, teacher strategies, and children's experiences (2010, background): “However, Pijl, Frostad, and Flem ( 2008 ) found that children with special educational needs were often not socially included, in that they were less popular, had fewer relationships, and participated less often as a member of a sub‐group.”
Self-concept, social position and social participation of pupils with SEN in mainstream primary schools (2013, methodology): “(1992 cited in Pijl, Frostad, and Flem 2008 ), three indexes of social inclusion (being accepted by peers, having a friendship and belonging to a cohesive subgroup) were used to examine the social participation of pupils with SEN in their class.”
Peer acceptance and self‐concept of students with disabilities in regular education (2010, background): “For example Pijl, Frostad and Flem ( 2008 ) showed that up to 25% of students with disabilities were not accepted, did not have any friends and did not participate in a subgroup in class, while only 8% of their typical peers had similar experiences.”
Peer Acceptance and Friendships of Students with Disabilities in General Education: The Role of Child, Peer, and Classroom Variables (2012, unknown): “Following Pijl et al. (2008), students could nominate a maximum of five classmates.”