Header

UZH-Logo

Maintenance Infos

Socially responsive classrooms for students with special educational needs and disabilities


Mamas, Christoforos; Daly, Alan J; Hartmann Schaelli, Giovanna (2019). Socially responsive classrooms for students with special educational needs and disabilities. Learning, Culture and Social Interaction, 23:100334.

Abstract

This mixed-methods study examined the social networks of students with special educational needs and disabilities (SEND) to understand how the degree of a socially responsive classroom may have an impact on the inclusion and participation of these students and their peers. A critical case study design grounded in social capital theory drove the study. Data were collected from two Grade 4 classrooms, where 41 students participated in the social network questionnaire and 31 students took part in semi-structured interviews. One of the two classrooms appeared to be more socially responsive and its results have indicated that SEND students were well connected to their classmates, were as popular and had as many friends as their non-SEND peers.

Abstract

This mixed-methods study examined the social networks of students with special educational needs and disabilities (SEND) to understand how the degree of a socially responsive classroom may have an impact on the inclusion and participation of these students and their peers. A critical case study design grounded in social capital theory drove the study. Data were collected from two Grade 4 classrooms, where 41 students participated in the social network questionnaire and 31 students took part in semi-structured interviews. One of the two classrooms appeared to be more socially responsive and its results have indicated that SEND students were well connected to their classmates, were as popular and had as many friends as their non-SEND peers.

Statistics

Citations

Dimensions.ai Metrics
1 citation in Web of Science®
1 citation in Scopus®
Google Scholar™

Altmetrics

Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Uncontrolled Keywords:Education, peer relationships, social support, critical case study design, grounded theory, social network analysis
Language:English
Date:8 August 2019
Deposited On:14 Feb 2020 12:48
Last Modified:29 Jul 2020 14:22
Publisher:Elsevier
ISSN:2210-6561
OA Status:Closed
Publisher DOI:https://doi.org/10.1016/j.lcsi.2019.100334
Project Information:
  • : FunderH2020
  • : Grant ID660607
  • : Project TitleIE2 - Inclusive Education for an Inclusive Europe: Examining Social Interactions, Dynamics and Friendship Networks of Students in Mainstream Primary Schools

Download

Full text not available from this repository.
View at publisher

Get full-text in a library