Teachers' accuracy in estimating social inclusion of students with and without special educational needs
- 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.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.…
Verfasserangaben: | Jürgen WilbertORCiDGND, Karolina UrtonORCiDGND, Johanna KrullGND, Pawel R. KulawiakORCiDGND, Anja Schwalbe, Thomas HennemannGND |
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DOI: | https://doi.org/10.3389/feduc.2020.598330 |
ISSN: | 2504-284X |
Titel des übergeordneten Werks (Englisch): | Frontiers in education |
Verlag: | Frontiers Media |
Verlagsort: | Lausanne |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 26.11.2020 |
Erscheinungsjahr: | 2020 |
Datum der Freischaltung: | 14.07.2023 |
Freies Schlagwort / Tag: | inclusive education; judgement accuracy; social inclusion; sociometry; special educational needs; teacher |
Band: | 5 |
Aufsatznummer: | 598330 |
Seitenanzahl: | 11 |
Fördernde Institution: | transnational E-RARE grant `CCMCURE (DFG)European Commission [SFB958]; E-RARE [ERL 138397]; Canadian; Institutes for Health ResearchCanadian Institutes of Health Research; (CIHR) [PJT 153000]; the E-RARE grant `CCMCURE |
Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department für Inklusionspädagogik |
DDC-Klassifikation: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Peer Review: | Referiert |
Publikationsweg: | DOAJ gelistet |
Lizenz (Deutsch): | ![]() |