Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands

By M. Koster, S. Pijl, H. Nakken, E. V. van Houten. 2010

286 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bd54842a2548dde6bfe148c1e2f2122156c7f305

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. A. D. de Boer
3. A. Minnaert
4. S. Pijl
5. A. Garrote
6. Elisabeth Moser Opitz
7. R. S. Dessemontet
8. Joanne Banks

In Social Psychology

1. E. Avramidis
2. Joanne Banks
3. S. McCoy
4. A. Minnaert

In Sociology and Political Science

1. A. D. de Boer
2. A. Minnaert
3. S. Pijl
4. E. Avramidis
5. W. Post
6. Joanne Banks
7. Timo Saloviita
8. John R. Freer

Citations in the corpus

• Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education? (2012, background): “SEN students often experience difficulties in social participation, like having limited friendships (Koster et al. 2010) and lack of acceptance by peers (Frederickson and Furnham 2004).”
• Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions (2017, background): “Nevertheless, altogether, the SEN pupils’ self-perception of social acceptance is positive, even if their real social acceptance in the classroom is low (Avramidis, 2013, Cambra & Silvestre, 2003; Koster et al., 2010; Krull et al., 2014; Schwab et al., 2015).”
• 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. 2010; Rose and Shevl”
• Self-concept, social position and social participation of pupils with SEN in mainstream primary schools (2013, result): “What is worrying is that 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 ”