Institute for Management Research, Nijmegen Center for Economics, Radboud University, Nijmegen, The Netherlands.
PLoS One. 2021 Apr 28;16(4):e0250070. doi: 10.1371/journal.pone.0250070. eCollection 2021.
How does the participation of students with special educational needs (SEN) in mainstream education affect their social inclusion? We introduce a single-item pictorial measure, the Inclusion of Other in the Self (IOS), to compare the social inclusion of SEN students attending mainstream regular schools to social inclusion of SEN students attending special schools. We collected responses from 138 parents of SEN students aged 4-20, to obtain data on the loneliness, friendships and social inclusion of SEN students. The parents of SEN students attending regular schools did not perceive their children to be less included than parents of SEN students attending special schools. School context decreased SEN students' perceived loneliness independent of the school type. And while most SEN students' friendships were formed at school, SEN students attending regular schools had more friends, and these were more likely to live in the same neighborhood. Overall, the social inclusion of SEN students across school types was not affected by the school type, only by the school's inclusive characteristics.
特殊教育需求学生（SEN）参与主流教育如何影响他们的社会包容度？我们引入了一种单项图像测量方法，即自我包容中的他者（IOS），以比较在主流正规学校就读的 SEN 学生和在特殊学校就读的 SEN 学生的社会包容度。我们收集了 138 名 4-20 岁 SEN 学生家长的反馈，以获取 SEN 学生孤独感、友谊和社会包容度的数据。在正规学校就读的 SEN 学生的家长并不认为他们的孩子比在特殊学校就读的 SEN 学生更不被包容。学校环境独立于学校类型，减少了 SEN 学生的孤独感。虽然大多数 SEN 学生的友谊是在学校建立的，但在正规学校就读的 SEN 学生有更多的朋友，而且这些朋友更有可能住在同一个社区。总的来说，SEN 学生在不同学校类型之间的社会包容度不受学校类型的影响，而仅受学校包容性特征的影响。
