Does Classroom Composition Play a Role for Peer Acceptance in Inclusive Settings?

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Friendship and Support Networks

Abstract

Beyond academic achievement, successful social participation is crucial for inclusive education of students with special educational needs (SEN). Previous research indicated mostly disadvantages for these students in inclusive settings regarding social outcomes. The present study examined the extent to which indicators of classroom composition affect the social acceptance of SEN students by their peers. Based on a representative sample of 52 inclusive classrooms with n=821 students in German comprehensive schools in lower-secondary education (Grades 5 to 7), the results of multilevel analyses indicated that students’ social acceptance assessed by a sociometric questionnaire was less favourable in classrooms with a higher average SES. Interestingly, however, we found benefits regarding social participation in inclusive classrooms with a higher proportion of immigrant students.

Authors

• Katja Scharenberg, University of Education Freiburg

• Sebastian Röhl, University of Tübingen

• Wolfram Rollett, University of Education - Freiburg