The Social Skills and Social Status of Mainstreamed Students with Intellectual Disabilities

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Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, background): “Research has shown that, also in countries with a longer tradition of inclusive education, students with special needs often have fewer friends, are less accepted and have a lower self‐concept compared with their typical peers (see, for instance, Buysse et al, 2002 ; Frostad & Pijl, 2007 ; Kemp & ”
Being part of the peer group: a literature study focusing on the social dimension of inclusion in education (2009, background): “Koster et al. and social structural characteristics in mainstream classrooms. They define social integration in terms of being isolated or belonging to a peer network and distinguish types of peer networks (pro-social, antisocial or shy cluster) (Farmer & Farmer, 1996). Storey and Smith (1995) also ”
Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “This has been especially shown for pupils with ASD, intellectual disability (ID), and Down syndrome (Hestenes & Carroll, 2000; Kasari, Locke, Gulsrud, & Rotheram-Fuller, 2011; Kemp & Carter, 2002; Koster et al., 2010; Scheepstra, Nakken, & Pijl, 1999).”