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Patrícia Gamboa; Sofia Freire; Aurízia Anica; Maria João Mogarro; Maria Fátima Moreira; Francisco Vaz da Silva – International Journal of Inclusive Education, 2024
One argument for the inclusion of children with special education needs (SEN) is that they will benefit from the interactions and relationships with their typically developing peers. However, students with SEN tend to be more rejected than their non-SEN peers. Considering the negative consequences of peer rejection on socioemotional development…
Descriptors: Inclusion, Students with Disabilities, Regular and Special Education Relationship, Peer Acceptance
Orsati, Fernanda T.; Causton-Theoharis, Julie – International Journal of Inclusive Education, 2013
Describing students with disabilities as presenting "challenging behavior" is common in US schools. The purpose of this paper is to reveal the discourse utilized by teachers in order to understand their beliefs and practices surrounding young students considered to present challenging behavior. This study examines teachers' language in…
Descriptors: Student Behavior, Behavior Problems, Disabilities, Teacher Attitudes
Morcom, Veronica Elizabeth; MacCallum, Judith Anne – International Journal of Inclusive Education, 2012
The development of an inclusive community is underpinned by values that support an appreciation of diversity. This paper is based on a larger research project, "student leadership in a primary classroom", which developed different ways for students to interact with each other. The focus not only promoted full student participation in…
Descriptors: Learning Activities, Student Participation, Teaching Methods, Video Technology
Isaksson, Joakim; Lindqvist, Rafael; Bergstrom, Erik – International Journal of Inclusive Education, 2010
One important goal of Swedish educational policies is to integrate all pupils within regular education, irrespective of disability or difficulties in school, and to adjust education to individual needs. The aim of this paper was to explore how schools "socially construct", i.e. identify and support, pupils with special educational needs.…
Descriptors: Grounded Theory, Foreign Countries, School Personnel, Special Needs Students