Social classroom climate and personalised instruction as predictors of students’ social participation

International Journal of Inclusive Education

Volumn 27, Issue 11, 2023, Pages 1223-1238

  Zurbriggen, Carmen L A ^a   Hofmann, Verena ^b   Lehofer, Mike ^c   Schwab, Susanne ^c,d  

^a UNIVERSITY OF LUXEMBOURG   (Luxembourg)

^b UNIVERSITY OF FRIBOURG   (Switzerland)

^c UNIVERSITY OF VIENNA   (Austria)

^d NORTH WEST UNIVERSITY   (South Africa)

Author keywords

personalised instruction; social classroom climate; Social participation; social status; special educational needs

Indexed keywords

EID: 85101074396     PISSN: 13603116     EISSN: 14645173     Source Type: Journal    
DOI: 10.1080/13603116.2021.1882590     Document Type: Article

References (51)

1. Avramidis, E. 2013. “ Self-concept, Social Position and Social Participation of Pupils with SEN in Mainstream Primary Schools.” Research Papers in Education 28 (4): 421–442. doi: 10.1080/02671522.2012.673006.
2. Avramidis, E., G. Avgeri, and V. Strogilos. 2018. “ Social Participation and Friendship Quality of Students with Special Educational Needs in Regular Greek Primary Schools.” European Journal of Special Needs Education 33: 221–234.
3. Bierman, J., and J. J. W. Powell. 2016. “ From Exclusion and Segregation to Inclusion? Dis/Ability-Based Inequalities in the Education Systems of Germany and Nigeria.” In Education Systems and Inequalities: International Comparisons, edited by A. Hadjar, and C. Gross, 209–231. Bristol, UK: Policy Press.
4. Bliese, P. D. 2000. “ Within-group Agreement, non-Independence, and Reliability. Implications for Data Aggregation and Analysis.” In Multilevel Theory, Research, and Methods in Organizations. Foundations, Extensions and new Directions, edited by K. J. Klein, and S. W. J. Koslowski, 349–381. San Francisco: Jossey-Bass.
5. Bossaert, G., H. Colpin, S. J. Pijl, and K. Petry. 2013a. “ Truly Included? A Literature Study Focusing on the Social Dimension of Inclusion in Education.” International Journal of Inclusive Education 17 (1): 60–79. doi: 10.1080/13603116.2011.580464.
6. Bossaert, G., H. Colpin, S. J. Pijl, and K. Petry. 2013b. “ Social Participation of Students with Special Educational Needs in Mainstream Seventh Grade.” Procedia: Social and Behavioral Sciences 93: 1952–1956.
7. de Boer, A., S. J. Pijl, and A. Minnaert. 2012. “ Students’ Attitudes Towards Peers with Disabilities: A Review of the Literature.” International Journal of Disabiltiy, Development and Education 59 (4): 379–392. doi: 10.1080/1034912X.2012.723944.
8. Delgado, M. Y., A. V. Ettekal, S. D. Simpkins, and D. R. Schaefer. 2016. “ How do my Friends Matter? Examining Latino Adolescents’ Friendships, School Belonging, and Academic Achievement.” Journal of Youth and Adolescence 45 (6): 1110–1125. doi: 10.1007/s10964-015-0341-x.
9. Dollase, R. 1976. Soziometrische Techniken. Weinheim: Beltz.
10. Farmer, T. W., M. Dawes, H. V. Hamm, D. Lee, M. Mehtaji, A. S. Hoffman, and D. S. Brooks. 2018. “ Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education.” Remedial and Special Education 39 (3): 177–192. doi: 10.1177/0741932517718359.
11. Florian, L., and K. Black-Hawkins. 2011. “ Exploring Inclusive Pedagogy.” British Educational Research Journal 37 (5): 813–828.
12. Frostad, P., and S. J. Pijl. 2007. “ Does Being Friendly Help in Making Friends? The Relation Between the Social Position and Social Skills of Pupils with Special Needs in Mainstream Education.” European Journal of Special Needs Education 22 (1): 15–30. doi: 10.1080/08856250601082224.
13. Fuchs, D., L. S. Fuchs, P. G. Mathes, and E. A. Martinez. 2002. “ Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No-PALS Classrooms.” Learning Disabilities Research & Practice 17 (4): 205–215.
14. Garrote, A. 2017. “ The Relationship Between Social Participation and Social Skills of Pupils with an Intellectual Disability: A Study in Inclusvie Classrooms.” Frontline Learning Research 5 (1): 1–15. doi: 10.14786/flr.v5i1.266.
15. Garrote, A., R. Sermier Dessemontet, and E. Moser Opitz. 2017. “ Facilitating the Social Participation of Pupils with Special Educational Needs in Mainstream Schools: A Review of School-Based Interventions.” Educational Research Review 20: 12–23. doi: 10.1016/j.edurev.2016.11.001.
16. Gazelle, H. 2006. “ Class Climate Moderates Peer Relations and Emotional Adjustment in Children with an Early Childhood History of Anxious Solitude: A Child × Environment Model.” Developmental Psychology 42: 1179–1192. doi: 10.1037/0012-1649.42.6.1179.
17. Gest, S. D., and P. C. Rodkin. 2011. “ Teaching Practices and Elementary Classroom Peer Ecologies.” Journal of Applied Developmental Psychology 32 (5): 288–296. doi: 10.1016/j.appdev.2011.02.004.
18. Gommans, R., and A. H. N. Cillessen. 2015. “ Nominating Under Constraints: A Systematic Comparison of Unlimited and Limited Peer Nomination Methodologies in Elementary School.” International Journal of Behavioral Development 39: 77–86. doi: 10.1177/0165025414551761.
19. Hektner, J. M., J. A. Schmidt, and M. Csikszentmihalyi. 2007. Experience Sampling Method. Measuring the Quality of Everyday Life. Thousand Oaks: Sage Publications.
20. Helm, C. 2014. “ Erfassung von Freiheitsgraden im Unterricht Mittels Latent Class Analysis.” In Empirische Forschung zu Schulischen Handlungsfeldern. Band 4, edited by I. Benischek, A. Forstner-Ebhart, H. Schaupp, and H. Schwetz, 311–335. Wien: LIT.
21. Henke, T., K. Bogda, J. Lambrecht, S. Bosse, H. Koch, K. Maaz, and N. Spörer. 2017. “ Will you be my Friend? A Multilevel Network Analysis of Friendships of Students with and Without Special Educational Needs Backgrounds in Inclusive Classrooms.” Zeitschrift für Erziehungswissenschaft 20 (3): 449–474.
22. Hoffmann, L., J. Wilbert, M. Lehofer, and S. Schwab. 2020. “ Are We Good Friends?–Friendship Preferences and the Quantity and Quality of Mutual Friendships.” European Journal of Special Needs Education, doi: 10.1080/08856257.2020.1769980.
23. Jacques, N., K. Wilton, and M. Townsend. 1998. “ Cooperative Learning and Social Acceptance of Children with Mild Intellectual Disability.” Journal of Intellectual Disability Research 42 (1): 29–36.
24. Knifsend, C. A., D. E. Camacho-Thompson, J. Juvonen, and S. Graham. 2018. “ Friends in Activities, School-Related Affect, and Academic Outcomes in Diverse Middle Schools.” Journal of Youth and Adolescence 47 (6): 1208–1220. doi: 10.1007/s10964-018-0817-6.
25. Koster, M., H. Nakken, S. J. Pijl, and E. van Houten. 2009. “ Being Part of the Peer Group: a Literature Study Focusing on the Social Dimension of Inclusion in Education.” International Journal of Inclusive Education 13 (2): 117–140. doi: 10.1080/13603110701284680.
26. Koster, M., S. J. Pijl, H. Nakken, and E. van Houten. 2010. “ Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands.” International Journal of Disabiltiy, Development and Education 57 (1): 59–75. doi: 10.1080/10349120903537905.
27. Låftman, S. B., and V. Östberg. 2006. “ The Pros and Cons of Social Relations: An Analysis of Adolescents’ Health Complaints.” Social Science & Medicine 63: 611–623. doi: 10.1016/j.socscimed.2006.02.005.
28. Lüdtke, O., U. Trautwein, M. Kunter, and J. Baumert. 2007. “ Reliability and Agreement of Student Ratings of the Classroom Environment: A Reanalysis of TIMSS Data.” Learning Environments Research 9: 215–230.
29. Mamas, C., A. J. Daly, and G. Hartmann Schaelli. 2019. “ Socially Responsive Classrooms for Students with Special Educational Needs and Disabilities.” Learning, Culture and Social Interaction 23. doi: 10.1016/j.lcsi.2019.100334.
30. Marsh, H. W. 1990. “ A Multidimensional, Hierarchical Model of Self-Concept: Theoretical and Empirical Justification.” Educational Psychology Review 2 (2): 77–172.
31. Marsh, H. W., O. Lüdtke, B. Nagengast, U. Trautwein, A. J. S. Morin, A. S. Abduljabbar, and O. Köller. 2012. “ Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects.” Educational Psychologist 47: 106–124. doi: 10.1080/00461520.2012.670488.
32. Maunder, R., and C. Monks. 2019. “ Friendships in Middle Childhood: Links to Peer and School Identification, and General Self-Worth.” British Journal of Developmental Psychology 37: 211–229. doi: 10.1111/bjdp.12268.
33. Müller, C. M., and C. L. A. Zurbriggen. 2016. “ An Overview of Classroom Composition Research on Social-Emotional Outcomes: Introduction to the Special Issue.” Journal of Cognitive Education and Psychology 15 (2): 163–184.
34. Murphy, M., S. Redding, and J. S. Twyman. 2016. Handbook on Personalized Learning for States, Districts, and Schools. Philadelphia, PA: Center for Innovations in Learning.
35. Newcomb, A., W. M. Bukowski, and L. Pattee. 1993. “ Children's Peer Relations: A Meta-Analysis of Popular, Rejected, Neglected, Controversial and Average Sociometric Status.” Psychological Bulletin 113: 99–128.
36. Petry, K. 2018. “ The Relationship Between Class Attitudes Towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools.” European Journal of Special Needs Education 33: 254–268.
37. Pijl, S. J., P. Frostad, and A. Flem. 2008. “ The Social Position of Pupils with Special Needs in Regular Schools.” Scandinavian Journal of Educational Research 52 (4): 387–405. doi: 10.1080/00313830802184558.
38. Pijl, S. J., M. Koster, A. Hannink, and A. Stratingh. 2011. “ Friends in the Classroom: a Comparison Between two Methods for the Assessment of Students’ Friendship Networks.” Social Psychology of Education 14 (4): 475–488. doi: 10.1007/s11218-011-9162-2.
39. Powell, J. J. W., B. Edelstein, and J. M. Blanck. 2016. “ Awarenessraising, Legitimation or Backlash? Effects of the UN Convention on the Rights of Persons with Disabilities on Education Systems in Germany.” Globalisation, Societies and Education 14 (2): 227–250. doi: 10.1080/14767724.2014.982076.
40. Rasbash, J., C. Charlton, W. J. Browne, M. Healy, and B. Cameron. 2009. MLwiN Version 2.10. Center for Multilevel Modelling. Bristol: University of Bristol.
41. Raudenbush, S., and A. Bryk. 2002. Hierarchical Linear Models: Applications and Data Analysis Methods. 2nd ed. Thousand Oaks: Sage.
42. Rauer, W., and K.-D. Schuck. 2003. Fragebogen zur Erfassung emotionaler und sozialer Schulerfahrungen von Grundschulkindern dritter und vierter Klassen (FEESS 3-4). Göttingen: Hogrefe.
43. Ruijs, N. M., and T. T. D. Peetsma. 2009. “ Effects of Inclusion on Students with and Without Special Educational Needs Reviewed.” Educational Research Review 4 (2): 67–79. doi: 10.1016/j.edurev.2009.02.002.
44. Schwab, S. 2016. “ Erfassung von sozialer Partizipation–Übereinstimmung zwischen Selbst- und Fremdsicht von Schülern mit und ohne sonderpädagogischen Förderbedarf [Assessment of social participation–agreement between self- and other perceptions of social participation of students with and without special educational needs].” Zeitschrift für Pädagogische Psychologie 30 (4): 227–236.
45. Schwab, S. 2018. “ Peer-relations of Students with Special Educational Needs in Inclusive Education.” In Diritti Cittadinanza Inclusione, edited by S. Polenghi, M. Fiorucci, and L. Agostinetto, 15–24. Rovato: Pensa MultiMedia.
46. Schwab, S., M. Gebhardt, M. Krammer, and B. Gasteiger-Klicpera. 2015. “ Linking Self-Rated Social Inclusion to Social Behavior. An Empirical Study of Students with and Without Special Needs in Secondary Schools.” European Journal of Special Needs Education 30 (1): 1–14. doi: 10.1080/08856257.2014.933550.
47. Spratt, J., and L. Florian. 2015. “ Inclusive Pedagogy: From Learning to Action. Supporting Each Individual in the Context of,Everybody‘.” Teaching and Teacher Education 49: 89–96. doi: 10.1016/j.tate.2015.03.006.
48. Watkins, A. 2017. Inclusive Education and European Educational Policy. Bingley: Oxford Research Encyclopedia of Education.
49. Watkins, A., and C. J. W. Meijer. 2016. Implementing Inclusive Education: Issues in Bridging the Policy-Practice gap. Bingley, U.K.: Eme.
50. Zurbriggen, C., and M. Venetz. 2016. “ Soziale Partizipation und aktuelles Erleben im gemeinsamen Unterricht.” Empirische Pädagogik 30 (1): 98–112.
51. Zurbriggen, C., M. Venetz, and C. Hinni. 2018. “ The Quality of Experience of Students with and Without Special Educational Needs in Everyday Life and When Relating to Peers.” European Journal of Special Needs Education 33 (2): 205–220. doi: 10.1080/08856257.2018.1424777.