Citations (49)
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Read on this site (22)
Sina Schürer & Stefanie van Ophuysen. (2022) Relationship between group cohesion and social participation of pupils with learning and behavioural difficulties. European Journal of Special Needs Education 37:5, pages 866-881.
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Sabine Weiss, Magdalena Muckenthaler, Ulrich Heimlich, Adina Kuechler & Ewald Kiel. (2021) Teaching in inclusive schools. Do the demands of inclusive schools cause stress?. International Journal of Inclusive Education 25:5, pages 588-604.
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Sofia Kouvava & Katerina Antonopoulou. (2020) Sibling and friendship relationships of children with attention-deficit/hyperactivity disorder and typical development. Early Child Development and Care 190:6, pages 935-947.
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Edvina Bešić, Lisa Paleczek, Peter Rossmann, Mathias Krammer & Barbara Gasteiger-Klicpera. (2020) Attitudes towards inclusion of refugee girls with and without disabilities in Austrian primary schools. International Journal of Inclusive Education 24:5, pages 463-478.
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Susanne Schwab. (2019) Friendship stability among students with and without special educational needs. Educational Studies 45:3, pages 390-401.
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Johanna Krull, Jürgen Wilbert & Thomas Hennemann. (2018) Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis. European Journal of Special Needs Education 33:2, pages 235-253.
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Hannah Margraf & Martin Pinquart. (2016) Bullying and social support: variation by school-type and emotional or behavioural disturbances. Emotional and Behavioural Difficulties 21:3, pages 258-270.
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Hannah Margraf & Martin Pinquart. (2015) Attainment of developmental tasks in emotionally and behaviourally disturbed adolescents across regular vs. special schools: a four-group comparison. European Journal of Special Needs Education 30:3, pages 351-366.
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Susanne Schwab, Markus Gebhardt, Mathias Krammer & Barbara Gasteiger-Klicpera. (2015) Linking self-rated social inclusion to social behaviour. An empirical study of students with and without special education needs in secondary schools. European Journal of Special Needs Education 30:1, pages 1-14.
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Samantha Child & Melanie Nind. (2013) Sociometric methods and difference: a force for good – or yet more harm. Disability & Society 28:7, pages 1012-1023.
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Elias Avramidis. (2013) Self-concept, social position and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education 28:4, pages 421-442.
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Lucia Donata Nepi, Roberta Facondini, Francesco Nucci & Andrea Peru. (2013) Evidence from full-inclusion model: the social position and sense of belonging of students with special educational needs and their peers in Italian primary school. European Journal of Special Needs Education 28:3, pages 319-332.
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Susanne Schwab, Markus Gebhardt, Elfriede M. Ederer-Fick & Barbara Gasteiger Klicpera. (2012) An examination of public opinion in Austria towards inclusion. Development of the ‘Attitudes Towards Inclusion Scale’ – ATIS. European Journal of Special Needs Education 27:3, pages 355-371.
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Christian Wendelborg & Jan Tøssebro. (2011) Educational arrangements and social participation with peers amongst children with disabilities in regular schools. International Journal of Inclusive Education 15:5, pages 497-512.
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Anke de Boer, Sip
Jan Pijl & Alexander Minnaert. (2011) Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education 15:3, pages 331-353.
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Elias Avramidis. (2010) Social relationships of pupils with special educational needs in the mainstream primary class: peer group membership and peer‐assessed social behaviour. European Journal of Special Needs Education 25:4, pages 413-429.
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Marloes Koster, Sip
Jan Pijl, Han Nakken & Els Van Houten. (2010) Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands. International Journal of Disability, Development and Education 57:1, pages 59-75.
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Sip
Jan Pijl, EinarM. Skaalvik & Sidsel Skaalvik. (2010) Students with special needs and the composition of their peer group. Irish Educational Studies 29:1, pages 57-70.
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Sip Jan Pijl & Per Frostad. (2010) Peer acceptance and self‐concept of students with disabilities in regular education. European Journal of Special Needs Education 25:1, pages 93-105.
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Nienke Ruijs, Thea Peetsma & Ineke van der Veen. (2010) The presence of several students with special educational needs in inclusive education and the functioning of students with special educational needs. Educational Review 62:1, pages 1-37.
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Elias Avramidis & Alison Wilde. (2009) Evaluating the social impacts of inclusion through a multi-method research design. Education 3-13 37:4, pages 323-334.
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Sip Jan Pijl, Per Frostad & Annlaug Flem. (2008) The Social Position of Pupils with Special Needs in Regular Schools. Scandinavian Journal of Educational Research 52:4, pages 387-405.
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Articles from other publishers (27)
Muiread Murphy, Stephanie Thompson, David M. Doyle & Delia Ferri. (2022) Inclusive education and the law in Ireland. International Journal of Law in Context, pages 1-21.
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Xiao Qu. (2021) Structural barriers to inclusive education for children with special educational needs and disabilities in China. Journal of Educational Change 23:2, pages 253-276.
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Sina Schürer, Stefanie van Ophuysen & Sophie Marticke. (2022) Sind schwache Leistung und auffälliges Verhalten immer ein Risiko für gelingende Partizipation? Zur Rolle von Kontext und KlassenkohäsionAre low achievement and behavior problems always a risk for successful participation? The role of context and class cohesion. Zeitschrift für Grundschulforschung 15:1, pages 101-118.
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Xiepin Zheng. 2022. Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022). Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022)
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Lisa Hoffmann, Vesa Närhi, Hannu Savolainen & Susanne Schwab. (2021) Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions. Journal of Research in Special Educational Needs 21:4, pages 312-322.
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Susanne Schwab, Mike Lehofer & Norbert Tanzer. (2021) The Impact of Social Behavior and Peers’ Attitudes Toward Students With Special Educational Needs on Self-Reported Peer Interactions. Frontiers in Education 6.
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Ariana Garrote, Franziska Felder, Helena Krähenmann, Susanne Schnepel, Rachel Sermier Dessemontet & Elisabeth Moser Opitz. (2020) Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management. Frontiers in Education 5.
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Björn Kröske. (2020) Schulisches Wohlbefinden, Zugehörigkeit und Unterstützung bei Schülerinnen und Schülern im gemeinsamen Unterricht der Sekundarstufe ISchool well-being, social affiliation and perceived support for students in inclusive secondary education. Unterrichtswissenschaft 48:2, pages 243-272.
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Susanne Schwab, Boris Eckstein & Kurt Reusser. (2018) Predictors of non‐compliant classroom behaviour of secondary school students. Identifying the influence of sex, learning problems, behaviour problems, social behaviour, peer relations and student–teacher relations. Journal of Research in Special Educational Needs 19:3, pages 220-231.
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Hatice Bakkaloğlu, Bülbin Sucuoğlu & Ahmet Bilal Özbek. (2019) Okul Öncesinde Özel Gereksinimli Olan ve Normal Gelişen Çocukların Sosyal Kabul Düzeylerinin İncelenmesi. İlköğretim Online, pages 521-538.
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Sabine Weiss, Reinhard Markowetz & Ewald Kiel. (2018) How to teach students with moderate and severe intellectual disabilities in inclusive and special education settings: Teachers’ perspectives on skills, knowledge and attitudes. European Educational Research Journal 17:6, pages 837-856.
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Carolina Urbina Hurtado, Verónica López Leiva & Juan Pablo Cárdenas Villalobos. (2018) El uso de sociogramas en la escuela para la mejora de la convivencia: un estudio en escuelas chilenas. Perfiles Educativos 40:160, pages 83-100.
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Marcel Veber & Anne Weidermann. (2017) Inklusion in der Schule – die Perspektive von Eltern und Schüler/-innen. Public Health Forum 25:4, pages 291-293.
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Anne Shaw. (2017) Inclusion: the role of special and mainstream schools. British Journal of Special Education 44:3, pages 292-312.
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Elias Avramidis, Vasilis Strogilos, Katerina Aroni & Christina Thessalia Kantaraki. (2017) Using sociometric techniques to assess the social impacts of inclusion: Some methodological considerations. Educational Research Review 20, pages 68-80.
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Susanne Schwab, Markus Gebhardt, Marco G.P. Hessels & Lena Nusser. (2016) Predicting a high rate of self-assessed and parent-assessed peer problems—Is it typical for students with disabilities?. Research in Developmental Disabilities 49-50, pages 196-204.
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L. D. Nepi, J. Fioravanti, P. Nannini & A. Peru. (2015) Social acceptance and the choosing of favourite classmates: a comparison between students with special educational needs and typically developing students in a context of full inclusion. British Journal of Special Education 42:3, pages 319-337.
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Ariana Garrote & Rachel Sermier Dessemontet. (2015) Social Participation in Inclusive Classrooms: Empirical and Theoretical Foundations of an Intervention Program. Journal of Cognitive Education and Psychology 14:3, pages 375-388.
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Jonna M. Blanck. 2015. Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen. Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen
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Christoforos Mamas & Elias Avramidis. (2013) Promoting social interaction in the inclusive classroom: Lessons from inclusive schools in England and Cyprus. Learning, Culture and Social Interaction 2:4, pages 217-226.
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Neil Humphrey, Ann Lendrum, Alexandra Barlow, Michael Wigelsworth & Garry Squires. (2013) Achievement for All: Improving psychosocial outcomes for students with special educational needs and disabilities. Research in Developmental Disabilities 34:4, pages 1210-1225.
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Markus Gebhardt, Susanne Schwab, Mathias Krammer & Klicpera Gasteiger. (2012) Achievement and Integration of Students with and without Special Educational Needs (SEN) in the Fifth Grade. Journal of Special Education and Rehabilitation 13:3-4.
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Per Frostad, Per Egil Mjaavatn & Sip Jan Pijl. (2011) The stability of social relations among adolescents with special educational needs (SEN) in regular schools in Norway. London Review of Education.
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Sofie Wouters, Hilde Colpin, Veerle Germeijs & Karine Verschueren. (2009) Understanding the effect of being a big fish in a little pond on academic self-concept. Netherlands Journal of Psychology 65:3, pages 89-101.
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Nienke M. Ruijs & Thea T.D. Peetsma. (2009) Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review 4:2, pages 67-79.
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