Assessing the social and affective outcomes of inclusion

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The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2013, background): “Several types of special education placements exist and it is likely that contextual factors, which differentiate various inclusive settings, may be contributing to the apparently contradictory results of such studies (Frederickson et al. 2007; Wiener and Tardif 2004).”
Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “This is the case not only during recess but also in the classroom (Cambra & Silvestre, 2003; Frederickson et al., 2007).”