This study examined how Finnish primary school students perceive teachers' roles and responsibilities, their own learning and participation, and the social climate during co-taught lessons. Data were collected through a web-based questionnaire among primary school students (N = 242) from grades four to six from Finnish schools where Swedish is the…

Having friends influences students' academic, socio-emotional as well as health development. Especially, students with special educational needs (SEN) are at a high risk to belong to the subgroup of students without friends in class. Within a sequential explanatory design, two study phases have been implemented in the present study. In phase 1, a…

Social participation is a crucial condition for successful learning in inclusive primary schools. Unfortunately, students with non-compliant classroom behaviour are at risk of being socially excluded from their class. Recently, students' attitudes have been identified as the central indicator of the social participation of students with…

Even in inclusive classroom, children with special education needs (SEN) have been shown to have lower levels of emotional inclusion and academic self-concept. Although, their social inclusion may be comparable to their peers. At the same time, boys and girls may also experience differences in perceptions of inclusion and academic self-concept.…

This study was designed to elicit the views and preferences of primary education students with general learning difficulties concerning different service delivery modes. The main areas to be investigated were: (a) their current educational provision, (b) alternative modes of provision and (c) the most appropriate provider (mainstream or special…