TY - JOUR A1 - Kulawiak, Pawel R. A1 - Urton, Karolina A1 - Krull, Johanna A1 - Hennemann, Thomas A1 - Wilbert, Jürgen T1 - Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms BT - A Methodological Issue? JF - frontiers in Education N2 - Internalizing problems in children belong to the category of special educational needs called emotional and behavioral difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing problems and neglected sociometric status. These contradictory results may be due to the following methodological aspects: (1) shortcomings of sociometric status classification methods (arbitrariness of the sociometric classification rules) and (2) different operationalizations of internalizing problems (broadband and narrowband dimensions of behavior). The aim of the present study is to investigate empirically whether and to what extent these methodological aspects lead to contradictory results on the internalizing behavior of neglected students. This question is investigated using a sample of students (N = 2334) in German inclusive primary schools. The systematic investigation presented here provides initial indications that the various methodological approaches can lead to conflicting results. The contradictory results are not only due to the application of different sociometric classification methods, but also to different operationalizations of internalizing behavior (narrowband and broadband scales). Earlier contradictory evidence on the internalizing behavior of neglected students must therefore be seen in a different light: the reasons for previously conflicting results may actually be methodological. Based on the results, conclusions are drawn as to how methodological aspects can be given more consideration in sociometric research on internalizing behavior. KW - special educational needs KW - inclusive education KW - social inclusion KW - sociometric status KW - sociometric neglect KW - internalizing behavior KW - broadband and narrowband dimensions of behavior Y1 - 2020 U6 - https://doi.org/10.3389/feduc.2020.00032 SN - 2504-284X VL - 5 PB - Frontiers Media CY - Lausanne ER - TY - GEN A1 - Kulawiak, Pawel R. A1 - Urton, Karolina A1 - Krull, Johanna A1 - Hennemann, Thomas A1 - Wilbert, Jürgen T1 - Internalizing Behavior of Sociometrically Neglected Students in Inclusive Primary Classrooms BT - A Methodological Issue? T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Internalizing problems in children belong to the category of special educational needs called emotional and behavioral difficulties. Recent decades have witnessed a critical discussion about whether children and adolescents experiencing internalizing problems are at risk of being sociometrically neglected (neither liked nor disliked by their peers). Previous studies have shown evidence both for and against the association between internalizing problems and neglected sociometric status. These contradictory results may be due to the following methodological aspects: (1) shortcomings of sociometric status classification methods (arbitrariness of the sociometric classification rules) and (2) different operationalizations of internalizing problems (broadband and narrowband dimensions of behavior). The aim of the present study is to investigate empirically whether and to what extent these methodological aspects lead to contradictory results on the internalizing behavior of neglected students. This question is investigated using a sample of students (N = 2334) in German inclusive primary schools. The systematic investigation presented here provides initial indications that the various methodological approaches can lead to conflicting results. The contradictory results are not only due to the application of different sociometric classification methods, but also to different operationalizations of internalizing behavior (narrowband and broadband scales). Earlier contradictory evidence on the internalizing behavior of neglected students must therefore be seen in a different light: the reasons for previously conflicting results may actually be methodological. Based on the results, conclusions are drawn as to how methodological aspects can be given more consideration in sociometric research on internalizing behavior. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 652 KW - special educational needs KW - inclusive education KW - social inclusion KW - sociometric status KW - sociometric neglect KW - internalizing behavior KW - broadband and narrowband dimensions of behavior Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-474525 SN - 1866-8364 IS - 652 ER - 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 JF - 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 U6 - https://doi.org/10.3389/feduc.2020.598330 SN - 2504-284X VL - 5 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Vock, Miriam A1 - Gronostaj, Anna A1 - Kretschmann, Julia A1 - Westphal, Andrea T1 - „Meine Lehrer mögen mich“ – Soziale Integration von Kindern mit sonderpädagogischem Förderbedarf im gemeinsamen Unterricht in der Grundschule T1 - "My Teachers Like Me" - Social Integration of Children with Special Educational Needs in Inclusive Classes BT - Befunde aus dem Pilotprojekt „Inklusive Grundschule“ im Land Brandenburg BT - Findings from the Pilot Project "Inclusive Primary Schools" in the German State of Brandenburg JF - DDS – Die Deutsche Schule N2 - Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule“ (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Spörer, Schründer-Lenzen, Vock & Maaz, 2015). In diesem Beitrag berichten wir Befunde zum sozialen Selbstkonzept, wie die Kinder das Klassenklima erleben und wie sie sich von ihrer Lehrkraft angenommen fühlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchgängigen Nachteile bei Selbstkonzept und erlebtem Klassenklima für Kinder mit sonderpädagogischem Förderbedarf (SPF), jedoch fühlen sich diese weniger von ihren Lehrkräften angenommen. N2 - Brandenburg started the pilot project "Inclusive Primary Schools" (PING) in the school year 2012/2013. 35 of these pilot primary schools were scientifically supported (cp. Sporer, Schrunder-Lenzen, Vock & Maaz, 2015). In this article we report findings on the social self-concept, how children experience the class climate, and how they feel accepted by their teachers. The study examined 1,435 children in 61 inclusive 2nd and 3rd grade classes. There are no consistent disadvantages regarding self-concept and experienced class climate for children with special educational needs, but they feel less accepted by their teachers. KW - inclusion KW - primary school KW - social integration KW - special educational needs KW - inclusive education KW - Inklusion KW - Grundschule KW - soziale Integration KW - Förderbedarf KW - gemeinsamer Unterricht Y1 - 2018 U6 - https://doi.org/10.31244/dds.2018.02.03 SN - 0012-0731 VL - 110 IS - 2 SP - 124 EP - 137 PB - Waxmann CY - Münster ER -