Getting along with classmates in regular schools: a review of the effects of integration on the development of social relationships

By H. Nakken, S. Pijl. 2002

94 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ee58402cfe7e923622b2aa705f56b4a6b2c3ed14

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In Clinical Psychology

In Developmental and Educational Psychology

In Sociology and Political Science

Citations in the corpus

Being part of the peer group: a literature study focusing on the social dimension of inclusion in education (2009, background): “Research has shown that the opportunity for contacts and interactions with typical peers is one of the main motives of parents for sending their child with special needs to a regular school (Strayhorn & Strain, 1986 ; Sloper & Tyler, 1992 ; Scheepstra, 1998, cited in Nakken & Pijl, 2002 ).”
Bullying in early educational settings (2012, background): “Several studies (Fredericson, 2010 ; Gresham & MacMillan, 1997 ; Nakken & Pijl, 2002 ) have found that pupils with special education needs are generally less accepted and more often rejected than are their classmates.”
Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, background): “However, parents’ main motive for sending their child with special needs to a regular school and blocking referral to a special school seems to be the increased social opportunities for the child (Scheepstra, 1998, cited in Nakken & Pijl, 2002 ; Sloper & Tyler, 1992 ).”
Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature (2021, background): “Nakken and Pijl [38] reviewed five studies related to the social impacts of inclusion on typically developing students and found positive effects.”
Discrepancies in judging social inclusion and bullying of pupils with behaviour problems (2004, background): “Some researchers found no significant differences between integrated education and special education regarding the number of social contacts, relationships and friendships, while others did find significant differences (Nakken & Pijl, 2002).”
Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education? (2012, background): “Internationally, this resulted in new legislation which aims to include students with various types of SEN in regular schools (Nakken and Pijl 2002 ).”
Attitudes of parents towards inclusive education: a review of the literature (2010, background): “However, children with various types of special needs can actually attend regular education in many countries nowadays (Nakken and Pijl 2002). The development to include children with special needs in regular education settings is generally described by the term ‘inclusion’, which refers to ‘the pro”
Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis (2021, background): “Furthermore, students with GLD in inclusive settings can get to know more diverse peers and might benefit in terms of their feeling of social integration (e.g., Nakken & Pijl, 2002; Ruijs & Peetsma, 2009).”