Teachers' Perceptions of Students' Peer Acceptance and Rejection in Inclusive Classrooms

• In Event: 61.086 - Roundtable Session 21
  In Roundtable Session: 61.086-8 - Teacher Practices and Student Learning and Motivation

Abstract

Judgment and decision-making competence is considered to be an important professional skill of teachers. Especially when organizing student learning groups, teachers’ judgments of students’ peer relations may lay the basis for decisions.
In this study with N = 907 elementary and secondary school students and N = 41 teachers, we focus on the questions whether students with special educational needs are at risk of being rejected by their peers in inclusive classrooms and whether teachers are sensitive towards the peer relations in their classroom.
Results show that students with special educational needs have lower peer acceptance scores than students without special educational needs. Still, teachers judgment accuracy concerning students peer relations was found to be high.

Authors

• Anna Sudkamp, University of Dortmund

• Stefanie Brimmers, TU Dortmund University

• Sarah Lange, TU Dortmund University

• Sylvia Mira Wolf, TU Dortmund University

• Heinrich Tröster, TU Dortmund University