ABSTRACT

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. Newly developed reliably short-ratings of these three variables (i.e. the Perception of Inclusion Questionnaire; PIQ) may offer an insight into developmental patterns for children with and without SEN in relation to perception of inclusion and academic self-concept. In this study, the PIQ is validated in a new setting and language group by looking at Swedish fifth and eighth graders in an inclusive school. Different levels of academic self-concept and emotional inclusion are found for children with SEN. Meanwhile eight-grade girls showed a lower self-concept in comparison to fifth-grade girls and to boys of either grade. Additionally, girls with SEN showed a higher level of academic self-concept than boys did in comparison to their same-sex peers without SEN.

摘要

即使在全纳课堂中，有特殊教育需要 (SEN) 的儿童也表现出较低水平的情感包容和学业自我概念。虽然，他们的社会包容性可能与同龄人相当。与此同时，男孩和女孩也可能在包容和学业自我概念方面存在差异。新开发的对这三个变量的可靠短期评级（即包容性感知问卷；PIQ）可以提供对有和没有特殊教育需要的儿童在包容性感知和学业自我概念方面的发展模式的洞察。在这项研究中，PIQ 在一个新的环境和语言组中通过观察一所包容性学校的瑞典五年级和八年级学生进行了验证。有特殊教育需要的儿童存在不同程度的学业自我概念和情感包容。与此同时，与五年级女孩和任何年级的男孩相比，八年级女孩的自我概念较低。此外，与没有 SEN 的同性同龄人相比，有 SEN 的女孩比男孩表现出更高水平的学业自我概念。