Social position of special needs pupils in the classroom: a comparison between German special schools for pupils with learning difficulties and integrated primary school classes

Abstract

The rejection of pupils with behaviour problems is a serious problem for inclusive education schools. Sometimes parents prefer special schools because they do not want their children to become outsiders in integration classes. Are they right? The study presented here surveys children with behaviour problems in integrated primary school classes and in special education schools. The main focus is the extent to which behaviour problems influence social relations within the classes. The findings indicate that German pupils with behaviour problems are not well liked. The comparison of special education classes and integrated primary school classes also shows, however, that this is not solely a feature of integrated classes. Pupils with behaviour problems are disliked in both systems, and to a comparable degree. This means that there may be some good arguments for special schools. But both systems—special schools and integrated school classes—have outsiders. Especially parents of pupils with learning difficulties and behaviour problems should know that there is no difference here between special education classes and integrative primary school classes.

Keywords:

• Behaviour problems
• Social position
• Learning difficulties
• Special school
• Social inclusion

Acknowledgement

This research project could not have been carried out without the dedicated work from Eva Cäsar, Christine Kraft, Mareike Merz, Hanna Meyer, Susanne Schuck, Jana Rafflenbeul‐Schaub und Sabine Schulte‐Nitsch. The English translation was provided by Douglas Ross. My thanks to all for their generous assistance.