Social participation in inclusive classrooms. Empirical and theoretical foundations of an intervention program
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Author (Corporation)
Publication date
01.01.2015
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01A - Journal article
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Journal of Cognitive Education and Psychology
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Volume
14
Issue / Number
3
Pages / Duration
375-388
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International Association for Cognitive Education and Psychology
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Abstract
Improving the social participation of children with special educational needs (SEN) is one of the central goals of inclusive education. However, studies consistently show that children with SEN included in general education classrooms are at risk of being socially excluded by their peers. Interventions are required to promote every child’s social participation. This article reviews skill-based, environment-based, and multicomponent interventions promoting the social participation of children with SEN included in general education classrooms. It then describes a multicomponent intervention program encompassing intervention strategies taking place at the individual, group, and teacher level. A first strategy is to provide pupils with opportunities to learn social skills in peer learning dyads. A second aims at forging a common group identity by holding regular group meetings to discuss common social goals. A third consists of supporting teachers to improve their feedback.
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1945-8959
1810-7621
1810-7621
Language
English
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No
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Publication status
Published
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Peer review of the complete publication
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Closed
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Citation
Garrote, A., & Sermier Dessemontet, R. (2015). Social participation in inclusive classrooms. Empirical and theoretical foundations of an intervention program. Journal of Cognitive Education and Psychology, 14(3), 375–388. https://doi.org/10.1891/1945-8959.14.3.375