One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools

Abstract

Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child’s number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education.

Keywords:

• Special educational needs
• peer relations
• mainstream education
• inclusion

Acknowledgements

Growing Up in Ireland has been funded by the Government of Ireland through the Department of Children and Youth Affairs; have been collected in accordance with the Statistics Act, 1993. The DCYA, CSO and DSP take no responsibility for the views expressed in this article. The project has been designed and implemented by the joint ESRI-TCD Growing Up in Ireland Study Team. © Department of Children and Youth Affairs.

Notes

1. Both the reliability and validity (concurrent, construct and discriminant) of the SDQ total scale and the five sub-scales have been established. In the case of the peer problems sub-scale, the test–retest reliability was found to be r = 0.61 (Hawes and Dadds 2004). Full details of the reliability and validity of the sub-scales and total scale can be found in (Murray et al. 2011).