Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education

By P. Frostad, S. Pijl. 2007

257 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a85712d34bb4692d512eb0ec80f6746a1319a07d

How researchers see this paper

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

In Clinical Psychology

1. E. Avramidis
2. S. Pijl
3. A. Garrote
4. Elisabeth Moser Opitz
5. R. S. Dessemontet
6. E. V. van Houten
7. M. Koster
8. H. Nakken

In Education

1. E. Avramidis
2. S. Pijl
3. K. Petry
4. Margaret L. Kern
5. A. Garrote
6. Elisabeth Moser Opitz
7. R. S. Dessemontet
8. Kelly-Ann Allen

In Social Psychology

1. E. Avramidis
2. Joanne Banks
3. S. McCoy
4. Kelly-Ann Allen
5. Margaret L. Kern
6. D. McInerney
7. Christopher S. Rozek
8. George M. Slavich

Citations in the corpus

• Belonging: a review of conceptual issues, an integrative framework, and directions for future research (2021, background): “In turn, deficits in social competencies can limit relationship quality, social relations, and social positions (Frostad & Pijl, 2007).”
• 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).”
• Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “…shown that pupils with SEN included in preschool and primary school 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…”
• Simply academic? Why children with special educational needs don’t like school (2012, background): “It is only in recent years that attention has been given to more subtle aspects of day-to-day schooling such as the extent to which students like school, their level of school engagement and social/peer relations (see Frostad and Pijl 2007 ; Shah and Priestley 2009 ; Koster et al.”
• Truly included? A literature study focusing on the social dimension of inclusion in education (2013, background): “For example, SEN-students were found to be less popular than their classmates, have fewer friends and participate less often as a member of a subgroup (Frostad and Pijl 2007 ).”
• Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, background): “A study by Frostad and Pijl (2007) of Norwegian inclusive classrooms suggests that nearly one-quarter of students with special needs have serious difficulties forming relationships with their peers, while this situation is true for only 8% of their typically developing peers.”