TY  - JOUR
A1  - Wilbert, Jürgen
A1  - Urton, Karolina
A1  - Krull, Johanna
A1  - Kulawiak, Pawel R.
A1  - Schwalbe, Anja
A1  - Hennemann, Thomas
T1  - Teachers' accuracy in estimating social inclusion of students with and without special educational needs
T2  - Frontiers in education
N2  - It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students (N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers (N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclusion and self-perceived social inclusion were administered. The results suggest that teachers are moderately accurate in identifying social acceptance and social rejection, while accuracy is low when assessing students' self-perceived social inclusion. That said, rating accuracy varied strongly between teachers, ranging from no agreement to a perfect concordance. Teachers seem to be more accurate in estimating the social acceptance of students with learning problems. The results emphasize the importance of differentiating between various social inclusion criteria (i.e., students' self-report vs. peer nominations) and accounting for inter-individual differences in teachers' rating accuracy.
KW  - judgement accuracy
KW  - social inclusion
KW  - special educational needs
KW  - teacher
KW  - inclusive education
KW  - sociometry
Y1  - 2020
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/59897
SN  - 2504-284X
VL  - 5
PB  - Frontiers Media
CY  - Lausanne
ER  -