Reference : Social classroom climate and personalised instruction as predictors of students’ soci...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/46218
Social classroom climate and personalised instruction as predictors of students’ social participation
English
Zurbriggen, Carmen mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Hofmann, Verena []
Lehofer, Mike []
Schwab, Susanne []
2021
International Journal of Inclusive Education
Taylor & Francis
Yes
International
[en] Inclusion ; Social participation ; classroom climate ; individualised instruction ; personalised instruction ; special educational needs
[en] Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students’ social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participation, in general, and reduce the effect of lower social participation among students with SEN, in particular. The sample includes 518 students in 31 Grade 4 and 7 classes from Austria, of whom 99 are students with SEN. The results show that students with SEN receive fewer peer nominations and perceive their social participation to be lower compared to their peers without SEN. However, the association between SEN and self-perceived social participation is moderated by the social classroom climate, i.e. the difference becomes smaller when the social classroom climate is more positive. Furthermore, the higher the personalised instruction was rated by a student, the higher was his or her social status. The results suggest that interventions should focus not only on the improvement of individual students (with SEN) but also on changing the whole classroom environment.
Researchers ; Professionals ; Students
http://hdl.handle.net/10993/46218
10.1080/13603116.2021.1882590
https://doi.org/10.1080/13603116.2021.1882590

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