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De Vroey, Annet; Struyf, Elke; Petry, Katja – International Journal of Inclusive Education, 2016
For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in…
Descriptors: Secondary Schools, Inclusion, Mainstreaming, Barriers
Bossaert, Goele; Colpin, Hilde; Pijl, Sip Jan; Petry, Katja – Exceptionality, 2015
This study focuses on companionship, intimacy, and support of reciprocated friendships of students with autism spectrum disorders (ASD), students with motor and/or sensory disabilities, and typically developing students with their classmates at the start of mainstream secondary school. The study included 1379 typically developing students, 65…
Descriptors: Disabilities, Friendship, Mainstreaming, Inclusion
Bossaert, Goele; Colpin, Hilde; Pijl, Sip Jan; Petry, Katja – International Journal of Inclusive Education, 2013
Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The…
Descriptors: Inclusion, Mainstreaming, Social Influences, Interpersonal Relationship
Bossaert, Goele; de Boer, Anke A.; Frostad, Per; Pijl, Sip Jan; Petry, Katja – Irish Educational Studies, 2015
Yearly data are collected describing progress in inclusive education. Frequently used criteria are the percentages of students attending special schooling or percentages of students officially labelled as having special educational needs (SEN). However, both criteria have pitfalls. In this study, the social participation of students was used as a…
Descriptors: Special Needs Students, Inclusion, Interpersonal Relationship, Student Participation