Teachers’ subjective theories regarding social dynamics management and social participation of students with Intellectual Disabilities in inclusive classrooms

ABSTRACT

This study examines the social position of N = 507 young people with and without intellectual disabilities (ID) in inclusive secondary classes, using a sociometric peer-rating method. In addition, their teachers (N = 21) were asked in topic-centred interviews about their subjective theories regarding the respective social position, as well as social dynamics management measures. It is shown that young people with special educational needs (SEN) have, on average, a significantly lower social position than those without SEN. Teachers justified this by means of (a) individual-related, (b) interaction-related, and (c) class level-related characteristics. The social dynamics management measures were related to the cooperation of teachers, the promotion of cooperation in the class, and the discourse on inclusion.

KEYWORDS:

• social participation
• special educational needs
• subjective theories
• teachers
• mixed-methods
• social dynamics management

Acknowledgements

We would like to express our sincere thanks to all the students who completed the survey, and all their teachers who participated in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Stefanie Köb

Stefanie Köb is a senior lecturer in Special Education. Her research is focused on special education, social participation and attitudes towards inclusion.

Frauke Janz

Frauke Janz is a senior lecturer in Psychology. Her research is focused on behavioural problems, social participation and attitudes towards inclusion.