We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Nehmen Schüler*innen ohne sonderpädagogische Förderbedarfe in inklusiven Klassen die Beziehung zu ihren Lehrkräften anders wahr als ihre Peers in nicht-inklusiven Klassen?
- Authors
Labsch, Amelie; Schmitt, Monja; Schüpbach, Marianne
- Abstract
Relationships develop between students and teachers in the classroom. How students perceive this depends, among other things, on the characteristics of students such as their performance, but also on the characteristics of the learning environment such as the composition of the class. Since the ratification of the UN Convention on the Rights of Persons with Disabilities, inclusive teaching has also been an essential feature of the learning environment, because students with a wide range of physical, mental and cognitive conditions and support needs should be able to learn together in the same environment. This means that teachers have to form relationships with their students with special educational needs (SEN) and also their classmates without SEN. While it is already known that students with SEN perceive the relationship with their teachers as less good than their peers without SEN, it is not yet clear whether this difference is due to the inclusive learning environment and how students without SEN in inclusive classes perceive the learning environment when compared to students in non-inclusive classes. We predict that students without SEN in inclusive classes will describe the relationship as less positive than their peers in non-inclusive classes. This research question will be answered with data from the INSIDE project, considering the characteristics of the students themselves (e.g., achievement) as well as the learning environment (e.g., inclusive class composition). Multilevel analyses show that students without SEN in the sixth grade do not assess the relationship with teachers differently than their peers in non-inclusive classes, depending on how many students with SEN are present in the classes. However, there are significant correlations between the relationship with teachers and the students’ grades and social skills.
- Subjects
SECONDARY schools
- Publication
Zeitschrift für Pädagogik, 2023, Issue 6, p811
- ISSN
0044-3247
- Publication type
Article
- DOI
10.3262/zp2306811